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Researchers examined stigma attached to people with disabilities, focusing specifically on stigma regarding individuals with intellectual disabilities. The study involved focus groups with undergraduate college students in a major South Florida University, who did not self-identify as having any disabilities. We performed content analysis to understand perceptions and presumptions towards individuals with intellectual disabilities on campus. Our study addresses the question of how universities could act as a point of social justice. Our specific goal is to help reduce stigma towards individuals with intellectual and other disabilities to promote inclusion and integration to advance broader higher education and community equity goals.

Children with autism spectrum disorder have unique needs during medical procedures involving anesthesia. However, with early patient identification, provider champions can adapt their practice to better serve this population, thereby improving patient satisfaction and outcomes. This article describes a novel protocol developed by an anesthesia resource center to modify care for children with autism spectrum disorder and their families. This information serves as a template for perianesthesia nurses and advanced care providers to implement practice accommodations. Two case examples, based on parent interviews and chart review, are presented to exemplify this protocol.

The aim of this study is to develop a valid and reliable scale to determine the attitudes towards the activities that can be applied to the mentally retarded students about biology and nature. During the preparation of the draft form of the scale, an item pool was created from relevant literature. Then, these items were presented to expert opinion in terms of language, intelligibility and content. This draft scale with 30 items in 5-point Likert type was applied to 177 pre-service teachers studying in the special education department of the faculty of education at a state university. Item analysis, exploratory factor analysis and confirmatory factor analysis were performed for the data collected after the application. As a result of the analyses, it was revealed that the scale had a five-factor structure consisting of 20 items. Confirmatory factor analysis revealed that the factor structure was compatible with the data. Goodness of fit index values was sufficient. The Cronbach Alpha internal consistency coefficient of the scale was calculated as 0.89. It can be said that the scale is valid and reliable in determining the views of pre-service teachers about the activities to be applied for mentally retarded students. In addition, the scale is suitable not only for teacher candidates, but also for use by teachers and researchers. In addition, different types of samples such as students in other fields at the undergraduate level and special education teachers who take courses related to special education can be included in the study group.

The aim of this research is to examine the effectiveness of the concrete-pictorial-abstract learning strategy presented with the direct teaching method in teaching the subject of mixtures, which is one of the science subjects, to students with intellectual skills disabilities. The study used multiple-probe model with a probe phase, one of the single-subject research models. While the dependent variable of the research was the level of showing the mixtures of the students participating in the study; the independent variable is the concrete-pictorial-abstract learning strategy presented with the direct teaching method. The research was conducted with two girls and one boy living in Bolu, diagnosed with intellectual disability, and attending primary school. The data collected in the study were analyzed through visual analysis. As a result of the research, it has been observed that the concrete-pictorial-abstract learning strategy is effective in teaching the subject of mixtures to students with intellectual skills disabilities, that the permanence of this subject learned by the students can be maintained one and three weeks after the end of the education, and that all students can generalize this learning to different environments and tools.

A service-learning project was conducted with counselors-in-training to increase self-efficacy for interacting with individuals with unique abilities/intellectual disabilities. Counselors-in-training (N=27) completed a semester-long service-learning project and took a pre and post assessment. The results indicated that self-efficacy improved for all counselors-in-training. The paired samples t-test identified that the mean increase in self rated self-efficacy was statistically significant with a medium to large effect size, t (26) = - 4.052, p < 0.001, d = 0.742. However, the increase of self-efficacy was greater among the counselors-in-training who had no prior experience with individuals with unique abilities/intellectual disabilities.

Children with intellectual disabilities face obstacles in their numeracy skills development. Stick intelligence is a learning media that is aimed to help these children enhance their numeracy skills. Therefore, this study aims to identify: (1) the numeracy skills of students with intellectual disabilities before using the mathematical intelligence sticks; (2) the numeracy skills of students with intellectual disabilities after using the mathematical intelligence sticks; and (3) the effects of mathematical intelligence stick media in enhancing the numeracy skills of fourth-grade students with intellectual disability in State Elementary School for Exceptional Children 4 Batu, Indonesia. This experimental study used single-subject research (SSR) approach with an A-B-A design. The data were obtained by asking the students to complete the summation operation, and the results were analyzed using percentages. The analysis results showed that: (1) the initial mean level of the numeracy skills of the children with intellectual disabilities was 52.2; (2) the mean level of the numeracy skills of the children with an intellectual disability after the treatment was 82.3; and (3) mathematical intelligence sticks carry effects on the numeracy skills of the children with intellectual disability. Therefore, an increase in summation skills of the students with intellectual disabilities is attained after they use the mathematical intelligence stick.

Shared reading focuses on the interaction between an adult and one or more children as they experience a book together. While research has documented classroom shared reading practices among students with diverse characteristics, few have focused on students with significant support needs. Using a conversation-analytic approach, this study sought to describe the teacher strategies that scaffolded successful interactions during shared reading in two self-contained classrooms serving students with significant support needs. Instances of teachers maximizing student participation, promoting connections with the text, maximizing multiple turn interactions, and encouraging students to take the lead were analyzed. Subsequent conversation analysis revealed that a variety of strategies supported students with significant support needs in interactions during shared reading, such as asking open ended questions, commenting, repeating and expanding student comments, modeling text-to-self connections, and providing think time. The implications for applying such strategies during shared reading with students with significant support needs are discussed.

This study aimed to: (1) describe the teachers' level of understanding of Domestic Activity Daily Living (DADL) learning for students with ID; (2) describe the activities that the teachers possibly performed, especially in systematic instructions (SI); and (3) the teachers' level of understanding of integrating functional academics in DADL. The quantitative descriptive method is the main method with a qualitative explanation. Interview instruments were used to explore teachers' understanding of DADL. The data analysis used the percentage of the teacher's response frequency, while the qualitative explanation used tags. This research reveals that teachers understand activities to determine learning objectives, but still do not understand activities to provide feedback. The teacher fully understands the gradual learning behaviour as a characteristic of SI. However, teachers do not yet understand how to integrate functional academics in DADL learning for students with ID using a description of the steps in a systematic instruction strategy and other forms of learning manners.

Pedestrian skills are important for children with intellectual disabilities to continue their daily lives independently. The aim of this study is to determine the effectiveness of virtual reality in the acquisition and maintenance of pedestrian skills for children with intellectual disabilities. In addition, the effect of virtual reality on participants generalizing their pedestrian skills to real environments has also been examined. In the study, social validity data were collected from the participants and their mothers regarding the results of the study. Three intellectual disabled children between the ages of 11 and 15 participated in the study. In the study, a multiple probe design with inter-participant probe trial, which is one of the single-subject research models, was used. It is seen that all participants learned pedestrian skills and continued the skills they learned one, three and five weeks after the completion of the instruction. In addition, all participants were able to generalize their skills to the real environment (pedestrian crossing and illuminated pedestrian crossing). When the social validity data collected from the participants and their mothers were examined, it was revealed that teaching with virtual reality applications is interesting and fun, in addition, it can be used for different educational purposes. [This study was presented as an oral presentation at VI International Applied Social Sciences (2022).]

Family involvement is an essential component of the special education process for youth with intellectual and developmental disabilities (IDD). In addition to the legal requirement that parents should be equal partners in the decision-making of the student's IEP program (IDEA, 2004), a bulk of empirical research demonstrates the positive impact of parent involvement on student outcomes. However, many families face barriers to participation in the special education process. Culturally and linguistically diverse (CLD), including Asian families, especially face systemic barriers when accessing services for their children with disabilities. In order to better understand parents' perceptions of stress in relation to individualized education program (IEP) meetings, special education knowledge, and family-professional collaborations, individual interviews were conducted with eight Asian families of children with IDD. The input provided by Asian parents provides many critical implications for practice.

The Individuals with Disabilities Education Improvement Act (2004) (IDEIA) requires practitioners to use educational evaluations to assess students in K-12 schools that are suspected of having a disability. The resulting data provides the basis for determining whether students qualify for special education services, their precise educational needs, and the most appropriate plan to address those needs. This process culminates in the development of an Individualized Education Program (IEP) and determining the least restrictive environment (LRE) in which to implement it. The Office of Special Education Programs (OSEP) submits an annual report to Congress detailing special education service statistics. The most recent report (2021) showed that students with intellectual disabilities (SwID) had significantly less access to general education classrooms in comparison to other student populations. Furthermore, recent empirical scholarship shows that SwID demonstrate better learning and developmental outcomes when provided greater access to general education classrooms. These points suggest that despite being designed to provide access to appropriate education services, the IDEIA seems to achieve the opposite in practice by limiting SwID to accessing educational resources that confer less educational benefit. In the article. Derek T. M. Daskalakes analysis will draw on select ontological themes in the work of American philosopher and educator John Dewey in arguing that a revised conception of the student may resolve this problem by altering criteria that IEP teams consider when determining LRE.

Teachers' interventions against the behaviors of students with intellectual disability (ID) are urgent for their instructional strategies in the classroom. There were 42 teachers of children with ID given a questionnaire via Google Forms. The questions posed concerned the antecedents of the behavior problems in students with ID, the forms of the behavior problems, teachers' measures, post-intervention conditions, and suggestions for parents. The strongest trigger of behavior problems found was the teacher's direction for a task, in which task refusal. In response to the task refusal behavior, the teacher took a measure by calming the students down and resulted in the students turning calm. This predictor of the teacher's intervention can be applied as a basis for parents' participation in collaboration to overcome behavior problems in students with ID. The teachers' interventions against behavior problems in students with ID took the form of measures that were of the fading and prompting nature as well as the form of verbal diversion. The teachers' interventions above mentioned can be used as predictors as they are relevant to the antecedents of the behavior problems of the students with ID, the forms of the behavior problems, and the consequences the teachers should follow.

The aim of this study was to develop an application-based assessment tool for evaluating motor perception learning in children with intellectual disabilities who attend elementary classes in State Special Schools in Yogyakarta City. The tool was designed to align with the characteristics of these children and determine their mastery of motor perception activities in the educational context. The measurement instruments were designed based on the underlying concept of the research, and the items were structured as follows: (1) Sensory awareness, which assessed the children's ability to identify and select balls of different sizes; (2) Balance awareness, which involved the children climbing blocks over a 5-meter distance; (3) Space awareness, which examined the children's ability to form shapes (circles, triangles, and rectangles) using body movements; (4) Body awareness, which evaluated the children's knowledge of the functions of different body parts (feet, hands, eyes, and ears); (5) Time awareness, which assessed the children's throwing and catching abilities using light and heavy balls; and (6) Directional awareness, which tested the children's ability to throw the ball in different directions (up, down, front, and back). The results indicated that the motor perception activity evaluation tool consisted of six items, each of which assessed the mastery of motor perception in children with intellectual disabilities who attend elementary classes. The validity of the test was found to be 0.720, and the reliability was 0.837. In conclusion, this research successfully developed an application-based learning evaluation tool and established motor perception assessment norms for children with intellectual disabilities attending elementary grades in State Special Schools in Yogyakarta City. These tools can be utilized by physical education teachers to assess the motor perception activities of children with intellectual disabilities in an educational setting.

This study aims at investigating the impact of visual arts activities on the socialization and stress management of individuals with special needs. This is a qualitative research study that employs "action research" and our data were collected based on the observations of teachers. Over a 20-week period, visual arts activities were carried out with 27 individuals with special needs, including six with autism, seven with Down syndrome, and 14 with moderate to severe intellectual disabilities, who received education at the third level in the "Fehmi Cerrahoglu Special Education Practice School" in Ordu province during the 2020- 2021 and 2021-2022 academic years. The study group included a counselling teacher and 19 special education teachers, who observed the activities and their effects on the socialization levels and stress management of educable individuals with special needs. The data obtained from semi-structured interviews were analyzed using content analysis. Most of the participating teachers agreed that visual arts activities contributed to the socialization and stress management of individuals with special needs, and the study found that these activities played an important role in the inclusion of individuals with special needs in society and led to a decrease in stress symptoms.

The experiences of girls of color labeled with significant cognitive disabilities in middle school and high school have historically been excluded from educational research. This study sought to better understand how girls of color labeled with significant cognitive disabilities navigated multimodal discourses and classroom practices as well as how they were impacted by them. Using Disability Critical Race Theory and critical discourse theory, six students were focal participants and eight educators were secondary participants. Multiple case studies were used with primary (i.e., observations, audio/video recordings) and secondary (i.e., interviews, focus groups) data sources. Findings revealed how focal participants showed their discursive resourcefulness, despite absent communication supports and prioritization of oral/aural communication. Students also repositioned themselves in response to marginalization through talk and actions. Implications for research and practice are discussed. This study underscores the necessity of centering the experiences of girls of color labeled with significant cognitive disabilities in educational research to improve their school experiences.

The current study examined the effects of a shared reading instructional package on the receptive identification of English sight vocabulary in multilingual learner students with extensive support needs. Two participants received the intervention, one in a face-to-face format and one in a videoconferencing format (due to the COVID-19 pandemic). To establish experimental control, the researchers used a multiple probe design with conditions across word sets and replicated across participants. Results showed both students met criterion on word sets as a result of the intervention. Considerations in interpreting the results for classroom implementation and future research are discussed.

Adults with autism spectrum disorder and intellectual disability often do not engage in healthy levels of physical activity despite its many benefits. We conducted a randomized control trial to evaluate the effectiveness and feasibility of the Step It Up program, which used supported self-management strategies, on daily step counts, health measures, and perceived quality of life for adults with autism spectrum disorder and intellectual disability. Forty participants, ages 18 to 57, were randomly assigned to a control or intervention group. Males accounted for 70.6% of participant gender. Both groups received Fitbits and Fitbit training, and they participated in pre- and post-assessments. The intervention group participated in the Step It Up program. Participants in the intervention group had significantly higher step counts and lost more weight. Feasibility and acceptability were also high. This study provides valuable data on using a supported self-managed exercise program as well as insight into its feasibility in home settings.

Taking the visual perspective of another individual is an important skill in social communication, and is termed visual perspective-taking (VPT). Individuals with autism spectrum disorder who have deficits in social interaction show relatively lower performance on VPT tasks than individuals who achieve age-appropriate developmental milestones. Thus, researchers have attempted to teach VPT skills and component behaviors to children with autism spectrum disorder. This pilot study evaluated the effects of a technology-based intervention on VPT skills in an adolescent male with autism spectrum disorder and moderate intellectual disabilities using a multiple-probe across behaviors design. Using a training package composed of multi-view videos with feedback, we trained the participant to discriminate whether the experimenter could see an object and to discriminate between right or left based on the experimenter's perspective. The results showed that the percentage of correct responses for each skill increased when the training package was applied. Furthermore, we observed generalization of VPT skills to untrained lab and natural environment settings. We discussed (1) the possibility that training multiple exemplars resulted in broad generalization, (2) the effectiveness of experiencing other people's perspectives when training VPT skills, and (3) the potential and limitations of multi-view videos for clinical application based on the results of the social validity questionnaire.

As interest in derived relational responding has increased, so have the number of investigations evaluating interventions to promote the emergence of derived responding for individuals with autism, as well as other intellectual and developmental disabilities. However, much of the literature has focused on the relation of sameness, and less is known about interventions to facilitate derived responding in other relations. Systematic searches identified 38 studies contained in 30 articles that met inclusion criteria. These studies were analyzed according to their participants, assessment methods, experimental design, content taught, setting, teaching procedures, derived responses, outcomes, and reliability measures. The quality of the studies was measured using the Single Case Analysis and Research Framework (SCARF). The results of the current review indicate that many learners with autism spectrum disorder and other intellectual and developmental disabilities demonstrate derived relational responding beyond the relation of coordination across varied instructional content and teaching methodologies, but the quality and rigor of the published literature requires the results be interpreted with caution, leading to recommendations for future research.

Family involvement is an essential component of the special education process for youth with intellectual and developmental disabilities (IDD). In addition to the legal requirement that parents should be equal partners in the decision-making of the student's individualized education program (IEP) program (IDEA, 2004), a bulk of empirical research demonstrates the positive impact of parent involvement on student outcomes. However, many families face barriers to participation in the special education process. Culturally and linguistically diverse (CLD), including Asian-American families, especially face systemic barriers when accessing services for their children with disabilities. Unfortunately, less research is known about how Asian-American families participate in their child's IEP meeting. To these ends, individual interviews were conducted with eight Asian-American families of children with IDD to explore parental perceptions of stress in relation to IEP meetings, special education knowledge, and family-professional partnerships. Participants reported feeling stress before, during, and after the IEP meeting. Regardless of the nature (i.e. positive, negative, or neutral) relationship with the school, participants reported barriers (i.e. language and poor experiences with school personnel) to their family-school partnerships. Implications for research and practice are discussed.

The Picture Exchange Communication System (PECS) has been widely used to teach functional requesting and commenting skills to children with autism spectrum disorder. Some researchers also modified the PECS to explore its effect on children with other disabilities. The main purpose of this study was to add tangible symbols to PECS (PECS-TS) in teaching requesting skills to three children with visual impairment (VI) and intellectual disability (ID) aged 6-12 years (two females, one male). A non-concurrent multiple probe design across participants was used in the present study to evaluate the effectiveness of the adapted training with PECS-TS. Data were collected across baseline, training, and maintenance conditions. Generalisation probes were also conducted. The results showed that all three participants who acquired the target requesting skills were able to generalise their use to similar untaught situations (different classrooms with different teachers), and they also reached the criterion during maintenance sessions. This study added to the evidence about using PECS-TS for students with VI and ID. Individualised symbols are very important for student success, however, more research is needed to establish PECS-TS as an evidence-based practice for children with VI and ID.

Violence prevention approaches using social-ecological models inform interventions for people with intellectual disability, who often face barriers to accessing generalist courses. This study explores the experiences of healthcare professionals leading a prevention course specifically designed for adults with intellectual disability. Through semistructured interviews, 12 Norwegian course leaders highlighted the importance of raising awareness and comprehension about rights, and the social and individual factors influencing experiences of violence and its prevention. Challenges were encountered in tailoring the course to the diverse lived experiences of participants with disabilities and addressing ongoing support needs for their safety. The study suggests that adopting a pedagogical or didactic model could serve as a foundation to enhance the planning and delivery of the course.

For people with severe or profound intellectual disability (ID), support staff are important interaction partners. The quality of their interactions, a multidimensional construct, is well documented, but the staff perspective remains underexposed. This study aims to capture the behaviors, thoughts, and emotions of staff when interacting with their clients, and their views on what constitutes quality. Thirty-four support staff completed a 5-day diary about a daily interaction with a specific client. A thematic analysis was carried out. The diary entries depicted behaviors and thoughts with different foci, and emotions with positive and negative valences. The pursuit of Harmonization and the experience of Return emerged as overarching dimensions central to staff's views on quality interaction. Limitations and directions for future research are discussed.

This study explores challenges faced by young adults with intellectual and developmental disabilities (IDD) and their families enrolling in inclusive postsecondary education (IPSE) programs during COVID-19. The benefits of attending IPSE programs are well-documented, but this group is disadvantaged accessing postsecondary education and employment. The heightened risk of COVID-19 for people with IDD further complicates decision-making. Through interviews with 11 students with IDD and 10 parents, the study explores decisions about enrolling in IPSE, highlighting the importance of access to alternative options, expectations during the pandemic, and the ability of IPSE programs to adapt to future challenges, notably online options.

The purpose of this study was to examine the use of virtual reality, an emerging technology, to teach college-age students with intellectual disability and autism to acquire science vocabulary words relating to human anatomy. One student with autism and two students with an intellectual disability participated in a multiple baseline across skills (i.e., acquisition of science vocabulary words) design. Data were collected on the three students' abilities to define and label three sets of human anatomy vocabulary words (i.e., bones, muscles, and organs) while using Organon 3D. Students used this application while using the Oculus Rift S, a virtual reality head-mounted display. Results indicated that all students acquired definitions and labeling knowledge for the new science vocabulary terms in the area of human anatomy.

The decision support system (DSS) provides systematic data for improving effective decision-making by school-based occupational therapists (SBOTs) in healthcare services. The purposes of this study were to develop the DSS and investigate its usability in providing the occupational therapy (OT) service for students with disabilities during transition periods. This study was conducted by using the Research and Development (R&D) design. There were two phases of methodology. Phase I explored the needs of SBOTs regarding DSS development. Six SBOTs were appointed for their opinions by in-depth interview with semi-structured questions. Content analysis was conducted in this phase. Phase II investigated usability of the DSS in providing the OT service to students with disabilities during transition periods. The participants comprised 18 SBOTs and 18 teachers, who worked together in providing educational programs for students with disabilities. The System Usability Scale (SUS) was used for investigating efficiency of the web-based DSS. Results found that the web-based DSS comprised two main parts of content and three main functions. In terms of content, the web-based DSS included personal and OT service information. In terms of function, syncing information from the Special Education Technology (SET) software program, making decisions on OT intervention programs and sharing OT service information were included. The SUS was used for investigating usability of the web-based DSS. The SUS score was 72.98, which indicated good usability. These findings indicated that the web-based DSS was meant to support decisions made by the SBOTs in providing OT intervention for students with disabilities during transition periods. In addition, it could be a collaborative tool, which supports sharing student information between SBOTs, teachers and other professionals in preparation for transition planning before moving to higher education levels.

Poor social skills is a leading factor why individuals with intellectual and developmental disabilities (IDD) lose their jobs. Fortunately, the use of technology has made learning and teaching social skills more seamless and integrated in employment contexts. We conducted a multiple-probe-across-participants single-case experimental design study to evaluate the effects of video-based instruction on the employment-related social behaviors of three college students with IDD enrolled in a comprehensive transition program at a large public university. Results indicated small to moderate effect sizes for all three students. Participants found the intervention to be helpful in improving their employment readiness skills. We discuss implications for research and practical ways technology can be used to support college students with IDD to strengthen their employment-related social behaviors.

During the past decade, numerous postsecondary programs for students with intellectual disability have emerged as have standards to improve the quality of those programs. We used the Think College Standards for Inclusive Higher Education to develop a family survey to evaluate and improve programs. Overall, family responses were positive for most of the standards and indicated that students gained self-advocacy, technology and employment skills. Families indicated that we can improve on two standards: coordination/collaboration with adult services, and career development. Perspectives from families of current and past students provide critical information that enhances the quality of postsecondary programs for students with ID.

This study examined components of inclusive postsecondary education programs for students with intellectual disability correlated with employment upon program exit, through secondary analyses of student-level data obtained from the Transition and Postsecondary Programs for Students with Intellectual Disability (TPSID) National Coordinating Center database of model demonstration sites in Florida. Variables investigated included participation in inclusive courses, career development experiences, and social activities. Inclusive course enrollment was found to have the strongest correlation with the outcome of paid, competitive employment upon exit. The implications of this finding and suggestions for future research and practice are discussed.

The authors of this study examined a virtually delivered multimedia expository writing strategy via a single case multiple-baseline across participants design with three college students enrolled in a postsecondary program for students with intellectual and developmental disabilities. Participants responded to expository essay prompts at the beginning of each virtual session. Two raters evaluated all baseline, intervention, and maintenance essay responses with a strategy rubric. Virtual one-to-one strategy instruction consisted of 45-min ZOOM sessions with live instruction and multimedia (e.g., animated videos, visual cues) content. Two out of three participants successfully applied strategy steps to construct and revise essay prompt responses.

This practice article describes one inclusive postsecondary education program's pilot intervention to increase communication amongst caregivers and inclusive postsecondary staff. This pilot intervention aimed to address and alleviate the difficulty caregivers might experience as their young adult with an intellectual or developmental disability transitions into postsecondary schooling, as channels of communication and advocacy shift from the caregiver to the young adult themselves while attempting to utilize postsecondary staff resources efficiently. This article briefly overviews the planning process for a monthly virtual parent/guardian meeting throughout the academic year and reviews outcomes from this pilot intervention.

Inclusive postsecondary education (IPSE) programs provide new opportunities for individuals with intellectual disabilities (ID). Despite advances, prior research has found that postsecondary education access is inequitable, and therefore it is necessary to evaluate whether advances in IPSE programs have benefitted all individuals with ID. An analysis was conducted utilizing the Vocational Rehabilitation (VR) 2018 Case Service Report (RSA-911) to determine the over- or under representation of minoritized students in the population of individuals with ID pursuing postsecondary education. Results indicated that while women, Asian and American Indian students were significantly over-represented, Black or African American students were under-represented. In addition, students from low socio-economic backgrounds, homeless students, and foster care students were all significantly under-represented. Implications for research, policy and practice are provided based on these results.

The assessment of Intellectual Disability (ID) under the Individuals With Disabilities Education Improvement Act 2004 (IDEIA; Public Law 108-446, 2004) requires the measurement of both intelligence and adaptive behavior (i.e., conceptual, social, and practical skills). This study expands past research by examining current state special education guidelines based on IDEIA and their alignment with best practices in assessment across all U.S. states and the District of Columbia (DC) for the assessment of ID. Aggregated and disaggregated data pertaining to special education guidelines and recommendations are examined, including cut-scores and confidence intervals, information specific to composite adaptive behavior scores versus domain scores, and multiple informants.

With growing opportunity for students with intellectual and developmental disability to access a variety of inclusive higher education programs comes an increased need for program implementers to evaluate practices and outcomes alongside participants. This mixed-method, exploratory study examines self-determined goal setting, goal attainment, and quality of life within an inclusive college program as a measure of participant outcome and program evaluation. Furthermore, it provides implications for the importance of self-determined learning and participant voice within program planning, revision, and implementation.

Physical fitness is a quality-of-life outcome that all adults can benefit from physically and mentally. Opportunities to develop and increase fitness levels can lead to positive mental and physical wellness. Unfortunately, young adults with intellectual disabilities (ID) may not have many opportunities to engage in physical fitness activities in their natural environments. Virtual fitness programs provide an online platform that incorporates features similar to in-person fitness programs, but make fitness activities accessible to people in their homes. This article examines the development of a virtual fitness program for young adults with ID. The authors also discuss ways to increase intrinsic motivation to maintain participation in virtual fitness for young adults with ID.

This study investigated the differences between the mathematical profiles of primary school pupils with intellectual disabilities (ID) enrolled in inclusive classrooms and those enrolled in special schools. It also considered whether the instructional setting has an impact on mathematical achievement gain. The mathematical achievement of 100 pupils with ID in inclusive classrooms (group[superscript INCLUSIVE], n = 44) and special schools (group[superscript SPECIAL], n = 56) was assessed at the beginning and the end of one school year. The results show that pupils with ID have a different mathematical profile in each setting. More of the pupils with very low mathematical achievement were enrolled in special schools and they made little progress over the course of the year. More of the pupils with ID who had computational skills were in inclusive classrooms. Due to large differences in age, IQ, and prior mathematical achievement between the two groups, a sample of matched pairs with one pupil from each setting was selected (n = 44). Regression analysis showed that the inclusive setting had a small positive effect on mathematical achievement gain after nine months. The study provides evidence that inclusive education is beneficial for the mathematical achievement gain of pupils with ID.

Students with significant disabilities often attend general education (mainstream) classrooms, yet they are not receiving adequate support to experience full school participation. This qualitative case study was conducted to explore how key intrinsic (i.e. personal skills and abilities) and extrinsic (i.e. environmental) factors influence the participation of an elementary (primary) student with significant disabilities in an inclusive placement. Our goal was to promote a deeper understanding of meaningful participation that bridges the fields of occupational therapy and inclusive education. Using the Person-Environment-Occupation-Performance (PEOP) model as a theoretical framework and single-case design, data were collected from classroom observations and semi-structured interviews with the teacher, education assistant, and classmates of a third-grade student with physical and intellectual disabilities. Thematic analysis was deductive, guided by the theoretical framework. Findings suggest the expression of personal skills and abilities is dependent on extrinsic factors, such as the classroom culture and social environment. Findings also suggest a student with significant disabilities experiences minimal participation in occupations that foster academic inclusion. To promote meaningful participation in general education classrooms, we suggest addressing contextual factors that facilitate participation in occupations linked to the curriculum, thus supporting the need for collaborative partnerships between teachers and occupational therapists.

Virtual Reality (VR) holds promise in vocational education and benefits individuals with disabilities. This study aims to assess the effectiveness of a blended learning approach using VR and traditional instruction in teaching car detailing skills to students with intellectual disabilities (ID). This study utilized a group comparison research design, employing a pre- and posttest approach. The participants consisted of 21 students with ID. The blended learning group received the regular school-based course (4 hours/week) and additional VR sessions, while the traditional learning group only received the regular school-based course. Both the blended learning group and the traditional learning group completed assessments before and after the intervention. The results indicated that the blended learning group students demonstrated significant improvement from the pretest to the posttest, while the traditional learning group students did not. In conclusion, the findings suggest that blended learning was more effective in terms of enhancing understanding of the car washing sequence than the traditional learning.

Designing an effective K-12 alternate English language proficiency assessment (ELP) for English learners with significant cognitive disabilities (ELSCDs) is a substantial undertaking, particularly given the absence of design models for such an assessment and limited empirical research to guide test design teams. These challenges emphasized the need to follow a rigorous and principled approach in order to establish an appropriate design. This paper describes how Evidence-Centered Design (ECD) -- a comprehensive and flexible assessment design framework -- was applied throughout the design process of such an assessment. By extending the principles of ECD, a maximally accessible alternate ELP assessment was designed and implemented, and evidence was collected to support validity. Implications for this assessment design effort include findings for the education and assessment of ELSCDs, the application of ECD to the assessment of diverse test takers, and to a general movement in the field toward more personalized assessments.