In person icon Enhancing Political Competence for Special VAA Target Groups Through Tailored and Accessible Tools

Abstract

The relationship between competence and citizenship remains a challenging and unresolved question in political science. On one hand, the concept of citizenship historically presupposes an enlightened citizenry capable of making complex, collective decisions (Dervin 1994; Hochschild and Einstein 2015). On the other hand, empirical studies consistently reveal significant limitations in the ability of ordinary citizens to access information and understand the issues they are called upon to evaluate (Lupia 2016; Achen and Bartels 2017). The inclusion of individuals with intellectual disabilities in the political sphere reignites the debate on the connection between competence and citizenship, providing an opportunity to rethink the conditions of political self-governance and, more broadly, the nature of autonomy. In the literature, access to political rights—or their denial—has often been framed in terms of autonomy, seen as a prerequisite for participation (Richards 1981; Spector 2022). Historically, groups excluded from suffrage, such as women, were denied this right based on doubts about their capacity for political autonomy (Cogan 1997). Similarly, autonomy remains central to discussions about including individuals with intellectual disabilities in the political community, particularly regarding cognitive capacity and the broader conditions necessary for achieving autonomy. A perceived lack of cognitive competence has frequently been cited as grounds for exclusion (Murphy 1979; Wikler 1979; Vorhaus 2005). Beyond the cognitive dimension, autonomy is also tied to the conditions under which it can be realized. As Killmister (2023) argues, granting rights without creating the necessary conditions for their exercise risks rendering those rights meaningless. Studies show that for the political rights of individuals with intellectual disabilities to be meaningful, they must be supported by accessible information, tailored educational programs, and opportunities for active participation in community and civic life (Howard and Anthony 1977; Nussbaum 2009). The proposed panel seeks to explore three interrelated themes: first, the concept of (minimum) political competence; second, the accessibility of political information for individuals with intellectual disabilities and others who struggle with complex arguments; and third, the impact of simplified information on political competence more broadly.

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