Objective:
This study aims to explore the financial literacy of individuals with developmental and intellectual disabilities (DD/ID). The goal is to identify where they face challenges in managing money and making financial decisions in everyday situations.

Research Question:
What are the learning gaps of people with developmental disabilities (DD) and intellectual disabilities (ID) regarding financial literacy?

Method:
A questionnaire was used to collect responses from individuals with DD/ID across different countries, including Greece, Malta, and Lithuania. The sample included 19 participants aged 18–50 (age 18–25: 5, age 26–30: 6, age 31–35: 3, age 36–40: 4, age 46–50: 1), with 55% male and 45% female representation.

Quantitative Analysis:
The quantitative analysis was performed by calculating the percentages of each response across the various questions. Below is a summary of key results from the questionnaire:
- Money Management: 80% of participants reported carrying money when going out alone. However, when accompanied by caregivers, 60% of respondents indicated that caregivers preferred to manage money for them. The majority (80%) did not work, earn, or manage their own money.
- Allowance and Pocket Money: 80% of participants did not receive an allowance they could manage independently. However, 65% of participants reported that their family gave them money when they deemed it necessary.
- Spending and Prioritization: In financial scenarios, 75% of respondents stated they would cancel plans to address urgent needs like plumbing repairs. When given scenarios of budgeting for monthly expenses, the most common priorities were electricity bills (85%) and groceries (80%).
- Purchasing and Payment Decisions: 80% of participants preferred paying with cash, while only 40% had access to debit or credit cards for payments. Online payments were only permitted by 40% of participants with parental consent.
- Financial Decision-making under Limited Resources: In a scenario with limited funds, 70% of participants prioritized paying bills such as electricity or phone bills, while 25% would consider paying for Netflix or dog food.
- Prioritization Skills: In scenario-based questions, 45% correctly identified essential expenses like utilities and groceries, while 45% included non-essentials or omitted critical needs. 15% were uncertain about priorities.
- Mathematical Competency: 65% accurately calculated basic expenses and change in a shopping scenario, indicating moderate numeracy skills, while 20% demonstrated uncertainty.
- Critical Thinking: Only 60% chose to resolve urgent issues (e.g., calling a plumber) in hypothetical scenarios, indicating limited decision-making skills under constraints.

Results:
The results of the analysis revealed that people with DD/ID show significant reliance on caregivers for financial decisions. Most participants (80%) did not manage their own income or allowance, with the majority relying on caregivers for purchasing decisions. The data also showed limited independence in financial decision-making, particularly with purchases and online transactions. While some participants demonstrated the ability to prioritize essential spending, many struggled with budgeting or understanding which expenses were critical.

Keywords: Financial literacy, Financial decisions, developmental disabilities, intellectual disabilities.