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This article sets out to explore three differing approaches from three agencies to supporting and treating people with a learning/intellectual disability who have sexually offended. The three agencies are: Waymarks in the United Kingdom, York Central Hospital Behaviour Management Services and Vita Community Living Services both in Ontario, Canada. Each agency provides services to a similar population of offenders with disabilities. Though each client engaged in vastly different behaviour, all clients have been identified as having sex offending history and as having a high likelihood of offending again in the future. As the organisations evolved, differing approaches to the provision of service developed. For the three agencies, it can be argued that there was a very limited range of theoretical models available when each organisation developed. Consequently each agency developed their service according to the needs and ‘best fit’ of the people they were supporting with the available resources at that time. This meant that services developed as a direct response to the need and were designed to best fit the need with the resources to hand at the time. As a result, three different models of service arose, all of which have had real success with meeting the needs of people with learning/intellectual disabilities who have sexually offended, while providing support and treatment in differing ways. This article will examine some of those differences.

Community‐based treatment programmes serving people with learning/intellectual disabilities face the problem of deciding how and when and under what conditions those in treatment will be able to independently access the community. Given the fact that people with disabilities have difficulties in generalization, knowing that they can practice skills in therapeutic sessions does not mean that they will be able to use these skills in real life situations. A Community Trust programme was first described theoretically in 1996 and this paper aims to present how that programme will work in practice.

From the moment treatment begins, data is collected with an eye to the future wherein individuals will be able to access the community and wherein agencies and therapists will be able to make decisions on that access, based on data not opinion. Two case examples demonstrate the principles of the trust programme.

Community trust for individuals who have engaged in serious, dangerous, or criminal behaviours is a serious issue and therefore must be a well thought out process. It also needs to be data based and decisions must be made not on “opinion” but on objective measures.

The paper demonstrates how community‐based treatment programmes, such as the example considered, give individuals “real life” opportunities to practice skills and thus transfer what is learned in therapeutic sessions to practical application.

The purpose of this paper is to use Bates’ paper as a springboard to consider the potential impact of the internet on the personal and intimate lives of people with learning disabilities including opportunities to gain support.

Key literature is reviewed alongside the author’s experiences in working with people with learning disabilities on sexual issues.

The literature prioritises internet safety for people with learning disabilities. There is limited attention to how people can be supported to use social media to enhance their social and/or sexual lives.

The commentary challenges the reader to consider how the internet and social media can be used to help people with learning disabilities develop and maintain relationships including sexual relationships.