在身心障礙權利公約的倡議下，智能障礙者不僅開始為自己的權利發聲，也投入親密關係中。在親密關係中，人必須學習扮演一個好的伴侶，經歷不同於親情、友情的親密與歸屬，同時也需要學習面對親密關係中獨特的挑戰──失戀。本研究旨在探究智能障礙者的失戀復原經驗以及影響其經驗的因素；採質化性質，針對兩名成年智能障礙者進行深度訪談，並以內容分析法進行資料分析，呈現智能障礙者失戀與復原的樣貌。
本研究發現，兩位研究參與者的失戀復原經驗與其他失戀者相似，復原後的轉變則有些許不同。研究參與者所定義失戀，自與前伴侶完全斷絕聯繫開始，出現難過心痛、孤單空虛、捨不得等情緒反應。綜合分手前親密程度、分手原因及方式等因素，研究參與者的失戀反應仍較負向；但在無復合意願的前提下，亦較快恢復生活的平穩。研究參與者沒有指出明確的復原時間，不過從自由且獨立的感受、不再受前伴侶影響、身心狀態準備好進入下一段感情等方面，確認自己已經復原。經歷失戀至復原，研究參與者調整對自我及對伴侶的期待；與其他失戀者較不同的是，研究參與者重新修復和家人的關係，且更看重家人及同儕對於往後伴侶的認同感，加深他人意見對自身親密關係的影響程度。
在失戀復原經驗中，個人、環境、時間是最主要的三種影響因素，且皆能助於復原。有關個人因素，研究參與者鼓勵自己放下過去的感情，穩定現階段生活的正常運作，以及選擇適合自己的復原方式；有關環境因素，家人、友人、同事以及宗教形成支持系統，其中會受到研究參與者隱瞞失戀的情形，影響環境給予的支持程度；有關時間因素，兩位研究參與者認為隨著年紀及經歷的累積，越能成熟面對感情及失戀，且時間也有淡化失戀的作用。
根據本研究結果，研究者以實務層面、研究層面，分別對智能障礙者之家人和專業人員、未來研究提出相關建議。在實務層面，研究者認為應提供家人相關親職課程，提升支持智能障礙子女親密關係的知能及正向態度。另本研究所指專業人員為社會工作者，應成為智能障礙者及家人之間的橋樑，可以以平等、友善的態度，與智能障礙者談論其親密關係需求、經驗與困擾，支持其落實親密關係權利。在受到尊重的前提下，智能障礙者可以將家人、社工作為親密議題中求助的資源。而在研究層面，研究者認為智能障礙者失戀復原議題是值得持續關注之議題，故未來可就更多質性或量化研究多加探究；另亦可加入其他生態系統之觀點，例如：訪談家人、同儕、實務工作者等，從不同面向分析經驗及影響失戀復原之因素。

With “The Convention on the Rights of Persons with Disabilities,” individuals with intellectual disability have begun to advocate for their rights, and one manifestation is starting to engage in intimate relationships. Individuals must learn to become good partners in intimate relationships, acquire a unique sense of intimacy and belonging that differs from familial or friendship bonds, and learn to face challenges, such as a heartbreaking breakup. This study aims to explore the romantic breakup and recovery experiences of two adults with intellectual disability and the factors influencing their experiences. The researcher adopted a qualitative design by conducting in-depth interviews with two adults with intellectual disability and analyzing the data with a content analysis approach.
This study found that the recovery experiences after a romantic breakup of the two participating adults with intellectual disability were similar to the typically developing population. However, trivial differences in the post-recovery transformation remained presented. The two adults with intellectual disability defined "romantic breakup" as completely cutting off contact with their ex-partners. During the following phase, they reported emotional reactions such as sadness, loneliness, emptiness, and denial. Taking the level of intimacy before the breakup, reasons, and ways of a breakup into consideration, the two adults with intellectual disability still reacted more negatively.
Nevertheless, the two adults with intellectual disability were both clear about not wanting to get back with their ex-partners. Because of that, they were inclined to restore stability in their lives more rapidly. The two adults with intellectual disability didn’t identify a specific time for their recovery. Still, they reported a sense of freedom and independence, no longer being influenced by their ex-partner and being emotionally and mentally ready to enter into the next relationship. They shared about re-adjusting their expectations for a relationship. One difference between those two adults and their counterparts without intellectual disability as they fortified their familial relationships. They placed a greater emphasis on the approval of their family and peers regarding future partners.
In the recovery experience, the analysis revealed three main factors contributing to the recovery process: personal, environmental, and temporal. For individual factors, the adults with intellectual disability encourage themselves to let go of past emotions, stabilize their normal daily functioning, and choose a suitable pace and approach to recovery. For environmental factors, family members, friends, colleagues, and religion form a support system all can be influential; take hiding the occurrence of a romantic breakup, for one, maybe due to stress from those supporting persons. For temporal factors, the two adults with intellectual disability believed that with age and experience, they become more mature in dealing with relationships and romantic breakups. In addition, time also had a role in gradually decreasing the impact of the breakup.
Based on the findings of this study, the researcher provides the following recommendations. In practice, parenting programs may enhance parents’ knowledge and positive attitudes toward nurturing intimate relationships for individuals with intellectual disabilities. Professionals like social workers should serve as a bridge between individuals with intellectual disabilities and their families. Social workers might facilitate an open discussion on the intimate relationship needs, experiences, and difficulties with an equal and friendly attitude. Furthermore, social workers can be crucial in supporting individuals with intellectual disabilities to exercise their rights for intimate relationships. Individuals with intellectual disabilities can also consider family and social workers as resources. This study is an exploratory study on issues of romantic relationship recovery for individuals with intellectual disabilities, and the researcher suggests conducting follow-up studies to explore this topic further. Additionally, interviewing other family members, peers, and crucial personals (i.e., social workers) can provide a multi-perspective approach to establishing better support systems.

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