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Programmes which offer integrated services were analysed to identify model international and domestic programmes serving adults with neurodevelopmental disorders. Programmes were assessed according to 11 need domains identified in a previous study: supervision, transportation, housing, communication, finances/employment opportunities, activities of daily living/instrumental activities of daily living training, socialisation opportunities, enhanced adult-centred medical care, psychological, medical equipment, and sexual health education. In addition, programmes which served adults within six diagnosis comprising intellectual disability (ID), autism spectrum disorder (ASD), cerebral palsy (CP), spina bifida (SB), Down syndrome (DS), and Prader-Willi syndrome (PWS) were considered. Only three international and three domestic programmes demonstrated the required criteria to be considered a comprehensive model programme. Identified model programmes provided at least eight of the 11 needs, while only two programmes served all identified domains. This study offers insight into the needs provided, which can be used to inform modifications and development of existing and new programmes. It illustrates the necessity for programmes to focus on social and sexual needs as much as medical and health services. Consequences of gaps in provided services can have direct implications on the biopsychosocial functioning of individuals with neurodevelopmental disorders including a lowered quality of life.

Postsecondary education (PSE) programs serving individuals with intellectual disabilities (ID) aim to improve life outcomes by increasing skills in three key areas: academics, independent living, and employment. To ensure that PSE programs are successful, ongoing evaluations are necessary. It is particularly important to gather parental perspectives given the integral role they play regarding decision making for students with ID. This qualitative study analyzed data from 58 interviews conducted with parents whose child was enrolled in a PSE program nested within a large public university. Thematic analysis with a deductive approach was the established theoretical model used to guide the analysis. Themes related to capability, opportunity, motivation, and behavior are presented, and future recommendations for PSE programs are discussed.

Growing interest in the pathogenesis of autism spectrum disorders (ASDs) and other intellectual and developmental disabilities (IDD) has led to emerging evidence implicating a role for oxidative stress. However, understanding the strength of this association is made challenging by the use of a variety of purported biomarkers of oxidative stress, many of which have either uncertain specificity or flawed methods of analysis. This review aims to address this issue, which is widespread in the ASD and IDD literature, by providing readers with information concerning the strengths and limitations of the choice and analysis of biomarkers of oxidative stress. We highlight that biomarkers and assays should be specific, sensitive, reproducible, precise, robust, and chosen with careful consideration. Future studies should be sufficiently powered and address sample collection, processing, and storage which are, additionally, poorly considered, sources of bad practice, and potential errors. Only with these issues considered, will the data lead to conclusions as to the precise role of oxidative stress in ASDs and IDD.

Transitioning to post-secondary education is often challenging for students with intellectual and developmental disabilities (IDD). To address this, Florida International University, specifically FIU Embrace, piloted the Embrace Mentoring Program (EMP), which provided unique role-specific workshops to both faculty/staff mentors, and student mentees with IDD. A mixed-method design was used to analyze knowledge acquisition and participant perceptions of the workshops. Quantitative findings indicated knowledge improvement in a key area for mentors, while qualitative data demonstrated a positive response to workshop content, and highlighted areas of improvement for future workshops. Ultimately, the results from the pilot EMP demonstrated promise in supporting students with IDD towards academic and career-related goals, by providing mentorship training to both mentors "and" mentees.

Background: Transitioning to adult healthcare systems can be challenging, especially if left unaddressed for adolescents with special healthcare needs (ASHCN), such as those with autism spectrum disorder and attention-deficit/ hyperactivity disorder. While there is evidence of disparities between different demographics regarding general healthcare services, research on healthcare-specific transition planning is lacking. Thus, there is a critical need to continually investigate these disparities. Method: Using nationally representative data from the 2016 National Survey for Children's Health, several analyses were conducted to examine doctor-patient interactions and discussions about transitioning to adult health care. Accounting for demographic and diagnostic indicators allowed for the assessment of disparities. Results: Findings revealed significant disparities between age, disability and race relative to various healthcare transition support services. Conclusions: Findings provide valuable information that can inform the development of training programmes for healthcare providers, influence policy, modify procedures and interventions and highlight the need for increased advocacy for ASHCN.

An estimated 19% of students enrolled in postsecondary education in the US have a disability. However, students with disabilities often face barriers, including accessibility challenges, that result in lower attendance and graduation rates. It is therefore critical that universities take action to ensure campuses are fully inclusive and accessible. Using the Design Thinking Model, a workshop was conducted at a large Southeastern University to bring together a diverse group of stakeholders (n = 32) to brainstorm innovative solutions to accessibility challenges. Four potential solutions were generated that aimed to improve campus infrastructure, the mobile map application, and general advocacy of people with disabilities, and to establish a task force to ensure that addressing accessibility concerns remains a long-term priority. After the workshop, participants reported having greater knowledge of accessibility policies, awareness of accessibility issues on campus, and an increased ability to address accessibility issues when they arise. Participants without disabilities also reported being more likely to notice accessibility challenges on campus and felt more confident talking to individuals with disabilities. Workshops that leverage the Design Thinking Model show promise in generating solutions that could tackle accessibility challenges on postsecondary campuses and increase knowledge of university policies and procedures related to accessibility. [ABSTRACT FROM AUTHOR]

Inclusive Postsecondary Education (IPSE) programs offer students with intellectual disabilities (ID) the opportunity to enhance academic, career, and independent living skills, with the ultimate goal of preparing them for meaningful employment. Given the significance of such programs and their rapid growth across the country and in Florida, an ongoing examination of the progress, challenges, and support needs of IPSE programs is crucial. To extend current research efforts at the state level, two focus groups (n = 12) were conducted representing 11 of Florida's IPSE programs and one state agency to explore the experiences of IPSE programs in Florida. Four major themes were generated following thematic analysis of data: the need for preparing students and families for postsecondary education environments, the types of support Florida's IPSE programs have received, the major barriers IPSE programs are currently facing, and finally, what IPSE programs need in the future to continue to support students with ID. Findings from this study offer significant insights into the current status and needs of Florida's IPSE programs and serve to inform the work of disability resource providers, and the creation, expansion, and sustainability of IPSE programs across the state. [ABSTRACT FROM AUTHOR]

Families of children with intellectual and developmental disabilities (IDD) experience significant financial hardship, which could improve through financial planning and utilization of accounts such as the Achieving a Better Life Experience (ABLE). Unfortunately, current rates of banking are low among individuals with disabilities, and no study has examined this phenomenon specifically among families of children with IDD. In this cross-sectional study, 176 parents shared their financial planning and utilization experience. Findings indicate that parents worry about their child's financial future, however, paradoxically, are not engaging in financial planning. Utilization of ABLE, checking and savings accounts, and special needs trusts are also low. Parents reported several programmatic and personal barriers which could inform immediate programmatic changes and long-term policy considerations. [ABSTRACT FROM AUTHOR]

As the number of inclusive postsecondary education (IPSE) programs in the United States increases, a greater number of young adults with an intellectual disability (ID) are attending college. To ensure students with IDs have the same opportunity to succeed in the postsecondary education environment as their peers without disabilities, it is critical that research is conducted to explore the support mechanisms that contribute to successful outcomes for this population. To address existing gaps in the literature, the present study involved a qualitative investigation of the experiences of faculty and staff mentors who formally mentored students with ID over the course of one academic year. Four themes provided unique insights into (1) the activities that were undertaken by faculty and staff mentors to help students meet their academic, employment, independent living, and personal development goals; (2) common challenge areas related to the mentoring program and dyad partnerships; (3) areas of student growth; and, finally, (4) how impactful the mentoring experience was for faculty and staff mentors. By providing a timely and novel contribution to the mentoring literature, the findings from this study can inform the development of mentoring programs within IPSE settings that will promote positive postsecondary outcomes for students with IDs. [ABSTRACT FROM AUTHOR]

The passage of the Higher Education Opportunity Act in 2008 extended the expectation of previous legislation (the Education for All Handicapped Children Act and Individuals With Disabilities Education Act) regarding general education academic access for students with intellectual disability, from elementary to secondary and now through to postsecondary education. In light of this extension of academic access, the authors conducted a systematic research review of the studies that explored access to and progress in college academics for students with intellectual disability (ID) enrolled in inclusive postsecondary education (PSE) programs. Of the 43 studies that met criteria, between 1987 and 2017, less than half provided sufficient contextual information to confirm academically inclusive course attendance or participation. Findings and implications, regarding the lack of research exploring access to and progress in academically inclusive college course content for students with ID are discussed. Authors also discuss the need for consensus on academic expectations of students with ID enrolled in college courses and the timely use of compensatory technologies and strategies. [ABSTRACT FROM AUTHOR]