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Intellectual disability (ID) persists from birth through adulthood and aging. Thus, the support provided to individuals with intellectual disabilities (IwID) in adulthood is essential to increase their self-determination and quality of life. This research aimed to determine how IwID may receive support for education, working life, accommodation, and leisure in adulthood in the Turkish context by increasing their and their families' quality of life without socially discriminating against them. Qualitative data were collected in two stages, combining semi-structured interviews and the Delphi study technique. Results prompted the recommendation that a legal basis for transition-to-adulthood planning be established in Turkey for a functional adult service model. Next, a model with specific standards by which multidisciplinary experts analyse education, work, leisure, and housing alternatives for preadulthood and adulthood should be developed and coordinated by the Turkish Ministry of National Education and the Ministry of Family. Implications for the future are further discussed. [ABSTRACT FROM AUTHOR]

This study investigated the behaviors of parents and teachers in the United States and Taiwan in fostering the self-determination of elementary and secondary school students. Participants were parents and teachers of 203 students from the United States and 90 students from Taiwan. Findings indicated that U.S. teachers reported similar levels of engagement in self-determination-fostering behaviors as teachers in Taiwan; U.S. parents reported significantly higher levels of engagement in self-determination-fostering behaviors than parents in Taiwan; in both countries, teachers and parents of secondary school students reported higher levels of engagement than teachers and parents of elementary school students; and country differences and teacher-parent differences were related to some specific items. Interpretations of these findings and their implications for parent and teacher education and cultural differences are discussed.

This article describes the state of inclusion and inclusive practices with students with intellectual and developmental disabilities (I/DD) in the United States. It reviews the legislative history of the right to a free, appropriate public education for students with disabilities and the requirement in U.S. law for special education services to be provided in the least restrictive environment (LRE). Despite a focus on the LRE and appropriate supplementary aids and services to promote success in regular education environments for students with I/DD, students with I/DD are still educated largely in segregated classrooms and settings in the United States. However, a large and growing body of research suggests the positive benefits of inclusive education providing a compelling need for ongoing change to make inclusive placements the default for students with I/DD, consistent with the law. Research clearly suggests that inclusive placements benefit students with I/DD, and emerging research highlights that engagement and access to the general education curriculum is higher in inclusive vs. segregated settings. There is an ongoing need for the implementation of the policy establishing the right to education in the LRE for students with ID, and recent court cases suggesting the importance of an "appropriately ambitious" education program provide new direction for progress in inclusive practices. [ABSTRACT FROM AUTHOR]

The functional theory of self-determination (fSDT) defines and operationalises self-determination within a human agentic context. It emerged from research on adolescents with disabilities, however has been increasingly applied to youth without disabilities. While comparability has been evaluated in youth with and without disabilities, it has not been explored across cultures. The purpose of this study was to explore the cross-cultural comparability of thefSDT in a sample of Italian and American adolescents. We were specifically interested in examining the universal aspects of the self-determination construct, as well as specific differences in the operationalisation of self-determination across cultures. The findings tentatively suggest that the construct of self-determination is comparable across Italian and American adolescents; however, there are specific differences in the measurement and operationalisation of self-determination across cultures. Directions for future research are discussed. [ABSTRACT FROM PUBLISHER]

This article describes a social-ecological approach for promoting and enhancing self-determination among individuals with developmental disabilities. A five-level model is presented, based on the interaction of person and environmental factors, that identifies a series of social mediator variables (i.e., social effectiveness, social capital, social inclusion), which the authors believe can successfully influence self-determination improvement efforts and enhance the efficacy of self-determination interventions. The impact of these mediators on intervention outcomes is considered within an interactional, social-ecological context of person-specific (individual characteristics) and environment-specific (provision of opportunities to make choices) contexts. This approach will guide the activities of a five-year National Training Consortium on self-determination involving five universities and funded by the U.S. Administration on Developmental Disabilities. The expected long-term outcomes associated with this initiative include improved self-determination options, greater social inclusion, and enhanced quality of life for people with developmental disabilities. [ABSTRACT FROM AUTHOR]

The predictors of student and teacher variables on the access to the general education curriculum of 19 students with intellectual and developmental disabilities were examined based on the observation data collected for a total of 1,140 minutes. Multilevel regression analyses were employed to analyze the data. The findings indicated that both student and teacher variables are strong predictors of access to the general education curriculum. A complicated pattern of the relationship between student and teacher variables (e.g., suppression, correction of distortion) was found along with interaction between these variables and environmental factors. These findings also suggest future practices and research that can be considered to enhance access to the general education curriculum for students with disabilities. [ABSTRACT FROM AUTHOR]

The article presents a perspective from the Terminology and Classification Committee of the American Association on Intellectual and Developmental Disabilities (AAIDD) on supports and services for people with intellectual disability in the U.S. AAIDD aimed to gather opinions on critical issues associated with terminology, definition and classification related to intellectual disability. The issues addressed were support resources, support functions, support intensity and desired outcomes. AAIDD also outlined a five-component process for assessing, planning monitoring and evaluating individualized supports.

The article comments on how to ensure progress in the general education curriculum for students with severe disabilities in the U.S. The author said that the third generation of inclusive practices builds on the first two generations of practices. The most salient characteristic of this generation is that the focus of the effort switches from advocacy and support with regard primarily to where a student receives education program to a focus on what the student is taught.

This study investigated the behaviors of parents and teachers in the United States and Taiwan in fostering the self-determination of elementary and secondary school students. Participants were parents and teachers of 203 students from the United States and 90 students from Taiwan. Findings indicated that U.S. teachers reported similar levels of engagement in self-determination-- fostering behaviors as teachers in Taiwan; U.S. parents reported significantly higher levels of engagement in self-determination-- fostering behaviors than parents in Taiwan; in both countries, teachers and parents of secondary school students reported higher levels of engagement than teachers and parents of elementary school students; and country differences and teacher--parent differences were related to some specific items. Interpretations of these findings and their implications for parent and teacher education and cultural differences are discussed. [ABSTRACT FROM AUTHOR]

Comments on the state of Virginia's participation in eugenics and sterilization. Passage of the sterilization law; Foundations for the mass sterilization of people with mental and development disabilities in the state.

Describes the findings of a survey of teachers' opinions on the value of self-determination and issues relating to teaching skills in the United States. Importance of instruction in self-determination; Strategies taught and the extent and type of instruction provided based on the severity of the student's disability; Implications for educational practice.

Focuses on the activities of the Center of Independent Living based in Berkeley, California. History; Promotion of the independent living philosophy; Government support for the center; Services for people with disabilities.

The article presents information about The Annual Conference and Training Event of Association for Persons in Supported Employment to be held in Indianapolis, Indiana from July 11-14, 2004.

Offers information on the 2004 conference of the APSE on May 16-19 at the Minneapolis Hilton Hotel in Minnesota. Background on the theme which highlights employment, medicaid and social security for people with disabilities; Highlight on the expertise and leadership needed to assist integrated employment providers; Opportunities for providers for supported employment.

This article used theory, historical records, and empirical research to make a case that inclusive education, in which students experience significant proportions of their day in the age-appropriate contexts and curriculum of general education, is a research-based practice with students who have extensive support needs We begin by noting that there are regressive trends occurring in educational placements in our country and that these are causing alarm. Next, we establish guidelines for defining a useful research-based practice. These guidelines include considering what education should be achieving for all students as a standard and using a view of scientific causality that acknowledges complexity. We then show how constructs from ecological theory and group processes theory, which provide accounts for human growth and learning, relate to location of educational services (i.e., context) and curriculum (i.e., content) decisions. Throughout this discussion, we show educating students using an inclusive education approach is supported by these constructs, whereas other widely used special education are not We then review both historical and empirical data from institutions and schools and show that these data provide empirical support for the primary theoretical position of this article--that context, together with curriculum content, matter crucially when educating students with extensive support needs. We concluded that there is theoretical and empirical support for using general education contexts and curriculum content and for not using other contexts and curriculum content both in educating students with extensive support needs and in conducting related research. [ABSTRACT FROM AUTHOR]