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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 (groupINCLUSIVE, n = 44) and special schools (groupSPECIAL, 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. [ABSTRACT FROM AUTHOR]

Background: Relationships and sexuality education (RSE) programmes are widely taught in schools, however for children and young people with intellectual disabilities, these programmes appear to be limited regarding information on relationships, informed choices and decision making. The purpose of this study was to seek the views and understanding of children and young people with intellectual disabilities, and those involved in their care and education, to identify best practice and approaches to the delivery on relationships and sexuality education. Methods: This study used a qualitative design with 37 pupils from five special schools from across the United Kingdom (UK) participating. In-depth semi-structured interviews were held online, or in person. All interviews were recorded and transcribed verbatim. Transcripts were anonymised, assigned a pseudonym and subjected to inductive thematic analysis. Findings: Four themes emerged from the data: (i) enthusiasm and inquisitiveness to acquire knowledge; (ii) dynamics of positive friendships; (iii) experiences and understanding of supportive relationships and sexuality; and (iv) valuing the exchange of knowledge and information. The findings highlight that children and young people with intellectual disabilities want education, support and information on matters relating to their relationships and sexuality. Conclusions: This is the largest study to date providing a voice to children and young people with intellectual disabilities regarding their relationships and sexuality. While special schools provide relationships and sexuality education, there is a requirement for a programme and resources specific to the needs of pupils with intellectual disabilities to be developed and evaluated. Such education should continue beyond school and be embedded in adult services. [ABSTRACT FROM AUTHOR]

Word problem solving is the premise for students to generalize their problem solving skills to real world problems. This includes students with autism spectrum disorder (ASD) and intellectual disability (ID). Modified Schema-based Instruction (MSBI) is one strategy that research has shown is effective for teaching students with ASD/ID to acquire and generalize problem solving skills. The key word strategy is an ineffective strategy for teaching students to problem solve, especially since problems in everyday life do not contain key words. This article provided a practitioner friendly 7-step strategy for implementing MSBI with learners who have ASD/ID [ABSTRACT FROM AUTHOR]

As increasing numbers of autistic students pursue postsecondary education, it is important to understand the supports and barriers inherent in various institution types. Liberal arts colleges, with small class sizes and personalized learning environments, might be appealing to autistic students and their families. This study aims to explore the potential benefits and challenges that the liberal arts context presents for neurodiverse students. Using a multiple case study approach, we conducted interviews with 13 key stakeholders (including students, faculty, & staff) across five liberal arts institutions. Our findings are organized around these five themes: the unique liberal arts context, the implications of disclosure and diagnosis, academic experiences, social supports, and dynamics of romantic relationships for autistic students. [ABSTRACT FROM AUTHOR]

In this paper, we present guidelines for researchers working with individuals with mild intellectual disability (MID) based on the challenges and learnings from our University of Wollongong (UOW) Community Engagement Grant (2010) project where we collaborated with representatives from the Disability Sector, Cancer Council NSW and the vulnerable community of people with MID to overcome the difficulties that they face in interpreting mainstream cancer prevention messaging and take ownership of their skin cancer checking behaviour by using co-created resources that could be easily understood and acted upon by the target audience. As a result of our project, nearly 20% of our vulnerable population sample (employees of Greenacres, a disability employment provider) checked themselves for skin cancer spots for the first time after having been given a "What's that Spot?" book and accompanying resources (bathroom mirror stickers, hand held mirrors). The successful uptake can be directly attributed to the researchers putting aside their assumptions and overcoming the biases (conscious and unconscious) from their academic training to partner with the target population in a respectful manner and genuinely embrace the concept of inclusive research, ensuring that this overlooked and vulnerable group are afforded cancer prevention resources that work for them. This inclusive approach is evidenced by the co-creation of our "thumbs up scale" to overcome the limitations of traditional Likert scale use for our target population. Further, the generation of "trust" between researchers, participants and necessary carers should be at the forefront of all research methodology designs for those wishing to conduct research with members of the MID community. [ABSTRACT FROM AUTHOR]

This study used data from the National Longitudinal Transition Study 2012 (NLTS 2012) to explore the future goal aspirations of students with extensive support needs who participate in alternate assessments, compared to other students with extensive support needs and to students with other disabilities. We examined students' individualized education program (IEP)/transition planning meeting experiences and postschool goals in relation to their functional, communication, and self-advocacy skills, as well as their school/community support. Students with other disabilities held higher expectations than all students with extensive support needs for future participation in postsecondary education, employment, independent living, and financial independence. All students had higher postschool goal expectations than their parents. Implications for supporting students with extensive support needs and directions for future research and practice are discussed. [ABSTRACT FROM AUTHOR]

A small body of research and reports from educational and clinical practice suggest that teaching literacy skills may facilitate the development of speech sound production in students with intellectual disabilities (ID). However, intervention research is needed to test the potential connection. This study aimed to investigate whether twelve weeks of systematic, digital literacy intervention enhanced speech sound production in students with ID and communication difficulties. A sample of 121 students with ID were assigned to four different groups: phonics-based, comprehension-based, a combination with both phonics- and comprehension-based intervention and a comparison group with teaching-as-usual. Speech sound production was assessed before and after the intervention. The results on the data without the imputed variable suggested a significant positive effect of systematic, digital literacy interventions on speech sound production. However, results from sensitivity analyses with imputed missing data was more ambiguous, with the effect only approaching significance (ps = .05–.07) for one of the interventions. Nonetheless, we tentatively suggest that systematic, digital literacy intervention could support speech development in students with ID and communication difficulties. Future research should be done to confirm and further elucidate the functional mechanisms of this link, so that we may have a better understanding and can improve instruction and the pivotal abilities of speech and reading. [ABSTRACT FROM AUTHOR]

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]

Parents play key roles in the facilitation of safe, quality, inclusive schools for students with intellectual disabilities. They have an impact on the school life of their children in three key ways: their choice of school; their involvement in educational decision-making; and advocacy on behalf of their children when there are concerns about school decisions and practices. Parents were crucial witnesses at the Royal Commission on Violence, Abuse, Neglect and Exploitation of People with Disability providing their views on inclusive education and testimony about their children's school experiences. The role and perspectives of parents regarding safe, quality and inclusive education were of key concern to the Commissioners. This article explores the Commission's investigations about the roles of parents when students have intellectual disabilities and critiques the Commission's findings and recommendations regarding school choice, parents' involvement in educational decision-making and complaints processes. [ABSTRACT FROM AUTHOR]

This paper provides a commentary on the way sexuality education programmes are developed and delivered for young people with intellectual disability. It draws on current research literature to discuss the challenges young people with intellectual disability face accessing comprehensive sexuality and relationship education equitable to their non-disabled peers. It highlights a gap in knowledge in this area and puts forward a position to inform the co-development of innovative approaches for more accessible comprehensive sexuality and relationship education by schools and health professionals. [ABSTRACT FROM AUTHOR]

Little is known about inclusive teachers' belief systems about teaching students with mild, moderate, or severe intellectual disabilities across different subjects (e.g. language arts, math, science, PE, art, and music) in less developed countries. To address this gap, this study aims to understand inclusive teachers' belief systems about teaching students with intellectual disabilities in China. Semi-structured interviews were conducted with 32 elementary teachers who taught students with intellectual disabilities. The analysis yielded three categories of Chinese inclusive teachers' beliefs, including beliefs about students with intellectual disabilities, beliefs about themselves, and beliefs about teaching practice, which varied from limiting orientation, representing the medical model, to constructive orientation, representing the social model. Furthermore, these beliefs interacted with each other and formed either nested belief systems, with three beliefs closely connected and coherent in orientation, or divergent belief systems, with three beliefs partially unconnected and conflicting in orientation. Findings highlight the need to move beyond focusing on a particular belief and pay attention to the structural features and orientation coherence within inclusive teachers' belief systems. [ABSTRACT FROM AUTHOR]

Autism is the fourth-largest disability category in the US, and autistic high school students' expectations for college education in a wide variety of fields have been ever-growing. This paper focuses on the pursuit of STEM-related education for students with autism and the unique needs of these students and techniques to improve outcomes. Although the potential to diversify the current STEM workforce is evident, college enrollment trends and STEM employment rates do not reflect the increasing interests and needs of autistic individuals. This systematic literature review aimed to understand the current knowledge about autistic students' pathways from high school to STEM employment and examined associated educational practices promising to improve their STEM career outcomes. After reviewing 5,620 articles, our search yielded seven eligible articles. Findings demonstrate the prevalence of articles landing in autism journals and possessing limited demographic diversity, as well as the featured programs improving autistic students' developmental skills while participating in STEM programming. Additionally, autistic students are increasingly pursuing STEM programs in postsecondary education. Implications point to the necessity of elevating representation among diverse autistic individuals in scholarly research, offering further guidance to autistic students in following STEM career pathways, and expanding opportunities for them to enroll in STEM fields in postsecondary education institutions. [ABSTRACT FROM AUTHOR]

This study explored the affective outcomes students perceived from participating in a summer program and the program components that contributed to participants' perceived affective development. Participants were 55 middle school students (29 girls) with intellectual gifts who participated in a 4-day-long residential program conducted in a western state in India. Participants wrote descriptive reflections responding to a 16-item open-ended survey. Matrix coding was used to code affective outcomes and the associated program components. Thematic analyses of responses revealed five themes that depicted improvement in participants' (a) confidence and courage, (b) self-awareness, (c) social awareness, (d) social skills, and (e) inspiration. Leadership workshops and group activities, rural experience, and camp structure were discussed most frequently in relation to specific affective outcomes. Findings indicated that a direct and well-planned affective intervention can provide opportunities for social and emotional learning. Implications for holistic talent development programming have been discussed. [ABSTRACT FROM AUTHOR]

Background: Medical trainees (medical students, residents, and fellows) are playing an active role in the development of new curricular initiatives; however, examinations of their advocacy efforts are rarely reported. The purpose of this study was to understand the experiences of trainees advocating for improved medical education on the care of people with intellectual and/or developmental disabilities. Methods: In 2022–23, the authors conducted an explanatory, sequential, mixed methods study using a constructivist paradigm to analyze the experiences of trainee advocates. They used descriptive statistics to analyze quantitative data collected through surveys. Participant interviews then yielded qualitative data that they examined using team-based deductive and inductive thematic analysis. The authors applied Kern's six-step approach to curriculum development as a framework for analyzing and reporting results. Results: A total of 24 participants completed the surveys, of whom 12 volunteered to be interviewed. Most survey participants were medical students who reported successful advocacy efforts despite administrative challenges. Several themes were identified that mapped to Steps 2, 4, and 5 of the Kern framework: "Utilizing Trainee Feedback" related to Needs Assessment of Targeted Learners (Kern Step 2); "Inclusion" related to Educational Strategies (Kern Step 4); and "Obstacles", "Catalysts", and "Sustainability" related to Curriculum Implementation (Kern Step 5). Conclusions: Trainee advocates are influencing the development and implementation of medical education related to the care of people with intellectual and/or developmental disabilities. Their successes are influenced by engaged mentors, patient partners, and receptive institutions and their experiences provide a novel insight into the process of trainee-driven curriculum advocacy. [ABSTRACT FROM AUTHOR]

This article presents the findings of a qualitative study of foster carers' and multidisciplinary practitioners' perceptions of foster carers' needs and existing practices in foster care in Ireland. This study explored participants' perceptions of the development of a trauma-informed care (TIC) psychoeducational intervention for foster carers. From a purposive sample of foster carers and multidisciplinary practitioners, four focus groups were carried out. Thematic analysis revealed three themes: The Need for Trauma-informed Care, Development of Trauma-informed Care and Implementation of Trauma-informed Care. The findings have informed the development of a culturally sensitive TIC intervention for foster carers that reflect the needs and practices of the Irish foster care context. [ABSTRACT FROM AUTHOR]

Inclusive higher education programs support people with intellectual disability (ID) to be included at university. However, until recently such programs have not typically offered the opportunity for students with ID to engage in Work Integrated Learning (WIL) experience. This case study investigates the experiences and processes involved in facilitating a university WIL placement (at a secondary school) for a student with ID (pseudonym: Serenity). Semi-structured interviews were conducted with Serenity and key stakeholders involved in the process. Participants (N=6) were asked about their experiences of the placement processes; the challenges they experienced; and the outcomes they observed. They were also asked to provide suggestions for future WIL placements for students with ID. Thematic analysis was used to analyse data. Five major themes were identified: authentic experience; good preparation; support before and during placement; student characteristics; and opportunities for direct work experience. Outcomes can inform future inclusive WIL experiences for university students with ID. Recommendations are provided regarding further investigation into employability skills that are transferable from university-based learning to the workplace. [ABSTRACT FROM AUTHOR]

Individualizing instruction is a time-consuming aspect of classroom practice. Testing multiple interventions, and monitoring each to see which is most effective for a student can be prohibitively time consuming. However, Brief Experimental Analysis (BEA) is an assessment procedure that can be used to quickly identify an intervention that is likely to be successful with an individual student. BEA provides teachers with a method to efficiently collect data and predict which intervention is most likely to be successful before a significant amount of time and resources are invested. The BEA process can be used with students at a variety of grade levels for the purpose of academic and behavior intervention. This paper describes how to implement BEA in reading with students with intellectual disabilities in order to prepare them for opportunities in postsecondary education. We will also discuss how to overcome hurdles that practitioners may experience implementing the process. [ABSTRACT FROM AUTHOR]

Purpose: The study aims to qualitatively analyze how faculty can mobilize the intellectual capital of higher education institutions (HEIs), comprising human, structural and relational capital to enable the education and learning of individuals with intellectual and developmental disabilities. Design/methodology/approach: Drawing upon the extant literature, the researcher conducted a qualitative study through written, in-depth interviews with a sample of 40 academic staff/faculty members having prior experience in teaching individuals with intellectual and developmental disabilities. The data was collected through a set of questions formulated as key questions, to be asked to all participants for their responses. Findings: Results of the analysis demonstrated that intellectual capital's contribution to higher education of individuals with intellectual and developmental disabilities can be best understood in terms of its three components/dimensions. Accordingly, three main themes, with each comprising two sub-themes were uncovered. The first theme, leveraging human capital comprised: faculty acumen and faculty training as sub-themes; the second theme, resourcing structural capital comprised: tangible and intangible structural capital as sub-themes; and the third theme, nurturing relational capital comprised: in-class engagement and the second is ex-class connection as sub-themes. Originality/value: The paper collects data from 40 faculty having prior experience in teaching individuals with intellectual and developmental disabilities to explore and reveal a completely new perspective of looking at intellectual capital as a means of providing accessible and inclusive higher education to differently-abled students, making them a part of the mainstream. [ABSTRACT FROM AUTHOR]

Research indicates knowledge about balanced meals is an important skill for adolescents with intellectual and multiple disabilities (Alqahtani & Schoenfeld, 2014; Pember & Knowlden, 2017). This multiple probe design study utilized the system of least prompts (SLP) to teach nutrition education via remote instruction. Participants were four high school students with intellectual disability (ID). The dependent variable was identifying the food representing the missing food group when presented with a digital slide of four foods (each food representing a different food group). Results indicate the SLP was effective in teaching all participants to choose the missing food and building balanced "meals." All participants mastered the skill and two maintained skills at follow up. [ABSTRACT FROM AUTHOR]

Background: Graduation rates show that only 16.4% of students with disabilities (SWD) are likely to complete a bachelor's degree compared to 34% of students without disabilities (SWOD; U.S. Bureau of Labor Statistics, 2015). The purpose of the current study was to explore disability-related equity gaps in a post-secondary educational institution to determine which general education courses may be difficult for students with disabilities. Methods: A disproportionate impact method was used to identify equity gaps among SWDs and SWODs enrolled in a post-secondary academic institution (dataset were grades collected by the University's Institutional Research Department as a part of Equity Gap Report). This process included identifying the outcome (i.e., final grade) and comparing the percentage earning an A, B, or C (70% or higher in the course) for SWDs with and SWODs. Findings: Students enrolled with the Disability Support Services (DSS) experienced equity gaps in several general education courses in comparison to students not enrolled. In some, chemistry, algebra, and introduction to psychology courses demonstrated the greatest equity gaps for students enrolled in DSS. Smaller equity gaps appeared in foundational biology and communication courses. Conclusions: Despite efforts to include SWDs in general education classrooms, the present study reveals that large gaps remain and contribute to inequitable outcomes for this population. The large achievement gap between students with and their peers without disabilities is an indication that these students still have limited access to the instruction that they need to succeed in school. It is likely that the persistence of the gap reflects a need for students with disabilities be accorded access to individualized instruction especially in the science related subjects. [ABSTRACT FROM AUTHOR]

This article explores the challenges faced by individuals with intellectual disabilities in accessing healthcare services and highlights the need for improved education and training for healthcare professionals. It discusses the stigma and abuse experienced by this population in healthcare settings and identifies barriers to accessing safe and quality care. The article emphasizes the importance of person-centered care, shared decision-making, effective communication, and health literacy in promoting equitable healthcare. It also advocates for the co-production and co-delivery of educational programs with individuals with intellectual disabilities to ensure their perspectives and preferences are included. The article includes a list of references that provide valuable information for library patrons conducting research on related topics, offering diverse perspectives and insights into the experiences of individuals with intellectual disabilities in healthcare. [Extracted from the article]

Inclusive education has developed worldwide popularity in education for learners with various disabilities but is particularly controversial for students with intellectual disabilities because of their unique needs. The foremost of these are the development of the social, vocational and life skills needed to facilitate their transition to adulthood. This article presents a discussion that focuses on theory, practice and research relevant to inclusive education for students with intellectual disabilities. It points out that the movement for full inclusion started by focusing on students with intellectual disabilities and has encountered roadblocks to further progress because of its difficulties in addressing their special needs. This is explored by considering the theory underpinning the international drivers of the full inclusion movement, the reality of the implementation of inclusion policies worldwide, and research on the effects of inclusion of students with intellectual disabilities in mainstream schools. [ABSTRACT FROM AUTHOR]

Article 24 of the Convention on the Rights of Persons with Disabilities (CRPD) forms the cornerstone of the right to «inclusive education», outlining in subsection 1 that, States «shall ensure an inclusive education system at all levels» (2006). The Committee on the Rights of Persons with Disabilities states that inclusion «involves a process of systemic reform embodying changes and modifications in content, teaching methods, approaches, structures and strategies in education» (2016, [11]). However, this right to inclusive education has not been realised in any systematic way for students with Intellectual Disabilities in Higher Education (HE). This article will (1) explore the right to inclusive education for people with disability established under the CRPD (2) review existing research on pedagogies and practices for teaching students with Intellectual Disability in HE in Ireland, Canada, the US and Australia, (3) describe an inclusive, rights‑based programme for people with Intellectual Disability developed in an Irish university (UCC), and (4) argue that critical reflection, documentation and sharing of pedagogies and practices from rights‑based programmes in HE is key to development and dissemination of practice insights in this emergent field of education. [ABSTRACT FROM AUTHOR]

Background: Despite the importance of health as a significant indicator of quality of life, individuals with intellectual and developmental disabilities (IDD) often face low expectations, stigma, and insufficient opportunities in health care and education. In response, we developed a health self-advocacy program with a school-home connection for students with IDD to promote self-directed health care and verified its effectiveness by implementing the program for students with IDD. Objective: This study aimed to explore participants' program experiences and support needs to reduce the stigma surrounding individuals with IDD and provide implications for enhancing health self-advocacy skills. Methods: Individual and focus group interviews were conducted with 14 students, six parents, and four teachers who participated in the program. The collected data were analyzed using the constant comparative method. Results: The following five main themes emerged: (a) the gap between perception and practice in health care; (b) advantages and influencing factors of the program; (c) challenges in program implementation; (d) outcomes of program implementation; and (e) support needs for promoting health self-advocacy. Conclusion: Based on these findings, implications are provided and discussed to reduce the stigma surrounding individuals with IDD and enhance health selfadvocacy. [ABSTRACT FROM AUTHOR]

La question de l'observance thérapeutique est une question centrale dans les affections chroniques. Elle a fait l'objet de nombreux travaux depuis les années 1970. L'auteur reprend ici quelques définitions, notamment celle donnée par l'Académie nationale de médecine pour l'observance et l'observance médicamenteuse. Il est rappelé que le terme de compliance parfois utilisé demeure un anglicisme non justifié ici. Certains auteurs utilisent le terme d'adhésion (adherence en anglais) qui se distingue de celui d'observance en soulignant qu'il s'agit dans la relation médecin/malade d'un modèle partenarial et non plus paternaliste. Les facteurs de mauvaise adhésion au traitement sont rappelés : facteurs liés au patient, à la maladie, au traitement, facteurs socioéconomiques, facteurs liés au système de santé. L'auteur évoque ensuite différents aspects spécifiques à la question de l'observance thérapeutique dans la schizophrénie. Sont abordées notamment les questions des stades d'observance et de l'amélioration de l'observance en soulignant la nécessité d'une approche multifactorielle de cette question. L'auteur rappelle les apports des nouvelles technologies pour mesurer l'observance mais aussi pour l'améliorer, non sans évoquer la nécessité d'approcher ces outils avec un regard éthique. La question de la psychoéducation et de l'éducation thérapeutiques est enfin abordée avec les bénéfices clairement identifiés en termes d'observance thérapeutique. Therapeutic compliance is a crucial issue in dealing with chronic illnesses. Many studies have considered the problem since the 1970s. In the first part of this article, the author reviews a number of definitions, notably the one given by the French National Academy of Medicine in its dictionary. The world "compliance" is used in the English language but is an Anglicism in French with a totally different meaning and its use as a synonym of "observance" should be avoided in French. Some authors use the term "adherence" in a sense similar to "observance" but this stresses more explicitly that the doctor/patient relationship is a partnership rather than a paternalistic one. In the second part of the article, factors involved in poor adherence to treatment are reviewed: factors linked to the patient, the disease, the treatment, socio-economic factors and those inherent in the healthcare system. The author then discusses various aspects specific to the issue of treatment compliance in schizophrenia and the various stages of observance (Paillot et al., 2008), risk factors because of poor observance and measures that can be implemented to improve it (Aarab et al., 2015), and the correlation of the quality of the therapeutic relationship and observance (McCabe et al., 2012). All of which underlines the need for a multifactorial approach to this question. The author then explores various new technologies and applications that can measure observance and/or improve it with an emphasis on the need to approach these tools with an ethical eye. Finally, numerous studies and meta-analyses have demonstrated that psychoeducation improves adherence and have also shown its efficacy in reducing the risk of relapse in individuals with schizophrenia. [ABSTRACT FROM AUTHOR]

Background: Responses to COVID-19 in Canadian postsecondary education have overhauled usual norms and practices, with policies of unclear rationale implemented under the pressure of a reported public health emergency. Objective: To critically appraise the decision-making process informing COVID-19 policy in the postsecondary education sector. Methods: Our scoping review will draw from macro and micro theories of public policy, specifically the critical tradition exemplified by Carol Bacchi’s approach “What is the problem represented to be” and will be guided by Arksey and O’Malley’s framework for scoping reviews and the team-based approach of Levan and colleagues. Data will include diverse and publicly available documents to capture multiple stakeholders’ perspectives on the phenomenon of interest and will be retrieved from university newsletters and legal websites using combinations of search terms adapted to specific data types. Two reviewers will independently screen, chart, analyze and synthesize the data. Disagreements will be resolved through full team discussion. Discussion: Despite the unprecedented nature of the mass medical mandates implemented in the postsecondary sector and their dramatic impact on millions of lives-students, faculty, staff and their families, friends and communities-the decision-making process leading to them has not been documented or appraised. By identifying, summarizing and appraising the evidence, our review should inform practices that can contribute to effective and equitable public health policies in postsecondary institutions moving forward. [ABSTRACT FROM AUTHOR]

This study addresses the need to reinforce the reading learning of students with intellectual and developmental disabilities (IDD) in general education classrooms. A standardized way of assessing support needs in reading (SNr) from the teachers' perspective is proposed. The objectives were (i) to develop an instrument and evaluate its properties and (ii) to preliminarily assess the support needs in reading of students with IDD. Participants were 86 Chilean elementary school teachers who responded about the support needs of their own students. The instrument assesses three dimensions (i.e., representation, engagement, and action and expression). Analyses showed excellent preliminary evidence of validity and reliability. Preliminarily identified support needs suggest that students need more support in representation. Practical and research implications are discussed. [ABSTRACT FROM AUTHOR]

Peers have a prominent place within peer-mediated interventions (PMI). Understanding how they might benefit from their experiences supporting students with disabilities is an emerging area of much-needed research. This qualitative study was designed to identify the breadth of ways peers report being affected by their diverse experiences. We held eight focus groups with 41 secondary and postsecondary peers involved in PMIs alongside students with intellectual and developmental disabilities. They described nine distinct areas of impact: social impact, personal growth, changes in views, rewarding impact, skill development, advocacy, future intentions, academic impact, and negative impact. We provide recommendations for research and practice aimed at understanding the reciprocal impact of these widely advocated interventions. [ABSTRACT FROM AUTHOR]

This study provides insights from a partnership between Special Olympics of Missouri and a Midwestern university during a teaching kitchen experience conducted in spring 2021. This 5-week teaching kitchen used evidence-based practices for adults with intellectual and developmental disabilities to teach culinary skills and nutrition science led by community health students. The 12 participants and their caregivers participated in five virtual 1-hour-long lessons. Data collection included surveys and participant observations. Three themes emerged from the coded survey responses and observations: activity type, "doing," gaining nutrition and culinary confidence, and sustainable home meal planning strategies. Implications for practice include hands-on virtual options, providing culinary-focused themes with supporting nutritional information, and caregiver support opportunities. [ABSTRACT FROM AUTHOR]

Introduction: Individuals with intellectual and developmental disabilities are at increased risk for adverse outcomes from coronavirus disease 2019. Clusters of COVID-19 infections can be used to track SARS-CoV-2 transmission. This is particularly important in environments frequently used for individuals with intellectual and developmental disabilities, such as schools. The objective of this study was to compare the number of clusters of student and staff cases identified during three distinct periods (pre-Delta, Delta, and Omicron) of the COVID-19 pandemic. Methods: Weekly COVID-19 testing occurred from November 23, 2020 to May 27, 2022 during three phases of the COVID-19 pandemic: pre-Delta, Delta, and Omicron. Structured interviews were conducted with positive cases to determine if they contracted COVID-19 in the school environment, and interviews with school administrators responsible for contact tracing determined school-based clusters. Results: 160 cases of COVID-19 were identified and 55 cluster positives were recorded during the study period. 0 (0%) cluster positives were recorded during the pre-Delta variant wave, 3 (5%) cluster positives were recorded during the Delta variant wave, and 52 (95%) cluster positives were recorded during the Omicron variant wave. Additionally, 23 (85%) of all positives during pre-Delta, 12 (50%) of all positives during Delta, 66 (61%) of all positives during Omicron, and 36 (69%) of cluster positives during Omicron did not receive CDC-recommended dosages of the COVID-19 vaccine. Conclusion: The Omicron variant led to an increase in cluster-based transmission, and staying up to date with vaccination guidelines was crucial in limiting transmission. Clinical Trial Registration: Prior to enrollment, this study was registered at ClinicalTrials.gov on September 25, 2020 (identifier NCT04565509; titled "Supporting the Health and Well-being of Children with Intellectual and Developmental Disability During COVID-19 Pandemic"). [ABSTRACT FROM AUTHOR]

Introduction: Personal characteristics have been shown to influence the psychosexual development of people with intellectual disabilities. This study aims to evaluate the effectiveness of the SALUDIVERSEX program about affective-sexual education depending on gender, age, relationship status, and degree of autonomy. Methods: Two hundred fifty-four participants, clustered within 28 daytime support services, completed a battery of instruments before and after the intervention. The data was collected between January 2021 and April 2022. Results: Multilevel analyses, controlling for participant's dependence within the same center, confirm that the program is equally effective regardless of gender. Likewise, younger participants, who have greater autonomy and who have a partner, seem to benefit more from the intervention. Conclusions: This suggests that the SALUDIVERSEX program is a useful tool for educating adults with intellectual disabilities on sexuality, when they possess a high degree of autonomy. Policy Implications: The present study contributes to the successful replication of the intervention being tested, providing information on the aspects that may be more difficult to learn depending on the personal characteristics of the individuals. [ABSTRACT FROM AUTHOR]

The main purpose of intellectual assessment in early childhood education is the early detection of intellectual disabilities. In Chile, the recent school integration policy has incorporated assessment purposes oriented toward educational improvement, but it is not known how these purposes interact with each other. This study aimed to analyze the purposes of intellectual assessment present in the current Chilean educational policy in early childhood education. A systematic review of ministerial documents and a subsequent qualitative content analysis of official documents published between 1998 and 2022 were carried out. The results revealed that the purposes of intellectual assessment for educational policy are multiple, highlighting the provision eligibility, diagnosis, student monitoring and support, in addition to formative and curricular adjustment purposes. It is discussed how this multiplicity of purposes is congruent with the current regulations governing intellectual assessment procedures in early childhood education. It is concluded that there is a need to update the legislation that regulates intellectual assessment to be consistent with the new assessment proposals in the country. [ABSTRACT FROM AUTHOR]

The purposes of this study were to describe the learning outcomes of students with disabilities in senior high school, to establish a model to explain the effects of personal, family, and school experience factors on the learning outcomes of students with disabilities, and to determine the relationship between post-school and in-school outcomes. There were 496 participants selected in the 2011 and 2012 academic year from the database of Special Needs Education Longitudinal Study. The survey data obtained from questionnaires for teachers, parents, and students were used to conduct secondary analysis. Descriptive statistics such as frequencies and percentages, a PLS structural equation model, and multiple regression were used in this study. The results of this study were as follows: (1) Students with disabilities had the best learning performances in school, and most parents were satisfied with their students' education in school; however, employment performance was the weakest upon leaving school. (2) School experience factors had the greatest influence on the school learning outcomes model, followed by student factors and family factors. (3) In-school outcomes effectively predicted postsecondary education, employment, social adaptation, and satisfaction after leaving school. In conclusion, the results of this study found that personal, family, and school factors have a significant impact on the learning outcomes of students with disabilities, and in-school outcomes can effectively predict postsecondary education, social adaptation, and satisfaction after leaving school. [ABSTRACT FROM AUTHOR]

The transition to postsecondary education can be challenging for any student, particularly for those facing impending personal crises, mental disorders, or with undiagnosed disabilities. The link between mental health and academic performance has been well established. Both work in tandem to predict important areas of concern for colleges and universities: student wellness, retention, and graduation rates. Postsecondary administrators have been increasingly called upon to address the surge of demand from students for help. The following practice brief examines a combined mental health program that addresses both student mental health and academic performance aimed at maximizing students' potential for personal and academic flourishing. Results of this program, as well as challenges and suggestions for transferability, will also be reviewed. [ABSTRACT FROM AUTHOR]

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. [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]

Students' discussions of their experiences in postsecondary programs for undergraduates with intellectual disability is a largely untapped yet fundamental resource in the examination of inclusive university programs. Through phenomenological interviews of undergraduates enrolled in a program for students with intellectual disability, we explored student descriptions of their experiences in their first semester living on a college campus. Additionally, we assessed the perceptions of others involved in the program, including students' peer mentors, their parents, and their faculty. Students' experiences mirrored those of many college students throughout their first semester, yet there were successes and challenges specific to these students with respect to relationships, belonging, sense of self, and understanding others. Parents reported gains in students' sense of self, confidence, and interpersonal skills, but reported that students may need more focus on developing career-related skills. Peer-mentors and faculty noted both positive effects of the program on the students as well as on themselves. We offer recommendations for research and practice focused on creating truly inclusive environments for undergraduate students with intellectual disability. [ABSTRACT FROM AUTHOR]

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College-based transition programs offer students with intellectual disability and autism (ID/A) the opportunity to navigate adult learning experiences with similar-aged peers, accessing college coursework and employment experiences while continuing to receive support from or coordinated by their local school system. The present study used data from college-based transition programs included in the Transition and Postsecondary Programs for Students with Intellectual Disability (TPSID) model demonstration program to examine the composition of employment preparation activities including paid employment and the association with having paid employment upon exiting from the program. The findings suggest that college-based transition programs hold promise as a model for supporting the transition to paid employment for students with ID/A. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this study was to describe the extent to which students with intellectual disability participate in work-based learning experiences and determine whether student characteristics (e.g., gender, race/ethnicity, grade level, and support needs) relate to student participation in these activities. An online questionnaire was emailed to high school special education teachers in four states who had a state-issued teaching license in intellectual disability. A total of 266 teachers completed the questionnaire. Descriptive and inferential statistics were used to answer the research questions. Students participated in a variety of work-based learning experiences, with more students participating in school experiences than community experiences. The majority of work experiences were in one of three career clusters: (a) hospitality and tourism; (b) business, management, and administration; or (c) general work skills. Amount of time spent in work experiences varied greatly, with students spending more time in school experiences than community experiences. Student support needs and grade level were related to participation in community experiences. Grade level was also related to the amount of time students spent in school and community experiences. [ABSTRACT FROM AUTHOR]

Visual supports (VS) are evidence-based interventions for students who have intellectual disability (ID). We examined the efficacy of VS as an intervention to increase independent conversational turn taking with peers at a secondary level. This study used single subject ABAB withdrawal design across two participants employing VS in an unstructured social setting. Two students in eighth and ninth grade used individualized VS in unstructured social environments with peers during the school day to engage in socially relevant conversations. Independent conversational turn taking increased while the need for prompts decreased. This study offers implications toward increased conversation turns of students with ID and their peers in secondary settings outside of the classroom. [ABSTRACT FROM AUTHOR]

Background: Despite the increasing global population of individuals with intellectual and developmental disabilities (IDD), this population remains especially vulnerable to health disparities through several factors such as a lack of access to sufficient medical care and poor determinants of health. To add, numerous studies have shown that healthcare professionals are still insufficiently prepared to support this population of patients. This review synthesizes the literature on current pre-graduate IDD training programs across healthcare professions with the goal of informing the creation of evidence-based curricula. Methods: Four major databases were searched for current pre-graduate IDD training interventions for healthcare professionals. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis flow diagram and the Best Evidence Medical Educations systematic review guide were used to frame our collection and analysis. Results: Of the 8601 studies screened, 32 studies were identified, with most studies involving medical students (50%). Of note, 35% of studies were interprofessional. Most interventions utilized multiple pedagogical methods with a majority including clinical experiences (63%) followed by theoretical teaching (59%). Kirkpatrick levels showed 9% were level 0, 6% were level 1, 31% were level 2A, 31% were level 2B, 19% were level 3, 3% were level 4A, and none were level 4B. Conclusions: There is a paucity of formally evaluated studies in pre-graduate health professional IDD education. As well, there are a lack of longitudinal learning opportunities and integration into formal curriculum. Strengths identified were the use of multimodal approaches to teaching, including interprofessional approaches to optimize team competencies. [ABSTRACT FROM AUTHOR]

For individuals with autism spectrum disorder (ASD), both getting access to as well as staying in the labor market are very challenging. However, the detailed educational, vocational, and employment characteristics of persons with ASD without intellectual disabilities are not yet studied. We conducted a retrospective study on a sample of 232 clinically late-diagnosed adults with ASD without intellectual disabilities. Data were compared to the general German population obtained from the public database of the German Federal Employment Agency. Results showed that the majority of persons with ASD graduated from high school and obtained a university entrance qualification (ASD: 50.4%; general population: 32.5%). Also, lower rates of basic secondary education were found in the ASD sample (ASD: 16.5%, general population: 29.6%). Significantly less individuals with ASD completed vocational training (40.1%) in comparison to the German population (56.3%). Despite the above-average level of education, the unemployment rate of the sample substantially exceeds that of the general population by the factor 5 (ASD: 25.2%; general population: 5.2%). Periods of unwanted unemployment of persons with ASD lasted on average 23 months with interpersonal problems being the main reason for contract termination. A higher level of educational qualification does not protect against a higher risk of unemployment for individuals with ASD presumably due to autism-specific interpersonal difficulties. Data emphasize the necessity to develop and spread both specific employment support activities for individuals with ASD as well as adequate awareness raising strategies. Funded by a public grant of the "Landschaftsverband Rheinland (LVR)". [ABSTRACT FROM AUTHOR]

Aim: To investigate associations between participation‐related constructs and participation frequency and involvement in inclusive schools. Method: In this cross‐sectional study, teachers of children with additional support needs, including intellectual disability, autism, and learning difficulties, completed measures. Participation‐related constructs were measured using the School Participation Questionnaire; participation frequency and involvement were measured using the Participation and Environment Measure for Children and Youth. A series of multilevel linear mixed‐effects regression models with maximum likelihood estimates and bootstrap confidence intervals with p‐values were obtained. Final models included participation‐related constructs and participation, controlling for demographic and diagnostic confounders (including age, sex, language, level of school support, and autism). Results: Six hundred and eighty‐eight children (448 [65.1%] males; mean age 8 years 7 months [range 4 years 10 months–12 years 13 months, standard deviation 2 years 1 months]) were assessed by 252 teachers. Across a series of models, participation‐related constructs were consistently associated with more intensive participation (competence, environment, identity p < 0.001; symptoms p = 0.007), independent of confounders. More frequent participation remained associated with three of four participation‐related constructs (competence, identity p < 0.001; environment p = 0.021). Age (p = 0.046), language (p = 0.002), and level of school support (p = 0.039) also remained significantly associated with frequency of participation. Interpretation: Children with additional support needs in inclusive schools may have several participation barriers. Policies and interventions to improve participation are needed. What this paper adds: Across a series of models, participation‐related constructs were associated with frequency and intensity of participation.Only participation‐related constructs were associated with participation intensity.Demographic and diagnostic variables were associated with frequency, not intensity, of participation.Teacher assessment is valid for assessment of participation and participation‐related constructs. [ABSTRACT FROM AUTHOR]

Individual social status among peers (i.e., acceptance and rejection) has important implications for students' social and academic development. The present study investigates the role of individual problem behavior and classroom norms in the development of acceptance and rejection among students with intellectual disabilities (ID) in special needs schools. School staff reported on problem behavior and social status of 1125 students with ID (M = 11.26 years, SD = 3.76; 31% female) in special needs schools at the beginning and end of a school year. More individual problem behavior at the beginning of the year predicted students' lower acceptance and greater rejection at the end of the year, controlling for earlier problem behavior and other variables. The effect of problem behavior was independent of the prevailing classroom norms. Our findings show that behavioral problems pose a risk for social exclusion of students with ID among their peers in special needs settings. [ABSTRACT FROM AUTHOR]

Students with disabilities continue to experience barriers to accessing tertiary (i.e., postsecondary) education in Australia. Using the principles of Universal Design for Learning (UDL) may help educators proactively address barriers through the design of more accessible and inclusive educational experiences. However, at present, references to UDL appear in only a small number of Australian educational policies and tertiary institute websites, and few tertiary educators use UDL in practice. In this article, we describe how a team of educators, learning designers, accessibility advocates, and people with disabilities from multiple institutions across Australia collaborated to co-create a free, accessible eLearning program to build workforce knowledge and skill in UDL. We first describe how the advisory group was established, how the Knowledge to Action cycle was used to guide the activities of the advisory group, and the evaluation framework that was used to assess the outcomes of the eLearning program. We share potential future activities to raise awareness of UDL and influence policy and practice in local contexts and propose directions for future work in this area. [ABSTRACT FROM AUTHOR]

Intellectual Disabilities (ID) is a neurodevelopmental disorder with considerable individual variability in type and severity. Due to overt and covert prejudices around ID, however, society tends to generalize this condition. Also, in schools, teachers' attitudes toward students with IDs often differ from those toward regular students. The purpose of this study is to examine the levels of overt and covert prejudices toward ID of curricular and support teachers and non-teachers, in a sample of Southern Italian citizens, by evaluating age, gender and socioeconomic differences, as well as the associations of prejudice with education about and contact with ID. Six hundred and sixty-four participants (484 F; 38% teachers), 18–70 years old (M = 38.72; SD = 14.79) participated in the study. The Modern and Classical Prejudices Scale was administered in paper and online forms. Sociodemographic measures, as well as measures around ID education and contact with people with ID were collected. The results show that teachers had higher levels of classical prejudices compared to non-teacher participants. Teachers of primary schools showed higher levels of classical and modern prejudices. No gender and socioeconomic status (SES) differences were found in the whole sample. The entry of children with Intellectual Disabilities into primary school can be strongly influenced by teachers' prejudices. Therefore, the need for teachers' information and training on Intellectual Disabilities is evident. [ABSTRACT FROM AUTHOR]

Including students with autism spectrum disorder (ASD) well in high school general education classrooms requires intentional and individualized support. We examined the efficacy and social validity of peer support arrangements for enhancing the social and academic outcomes of three students with ASD, two of whom also had an intellectual disability (ID). We also explored the use of structural analysis to further individualize these interventions. Peer support arrangements increased social interactions and academic engagement for all three students. Structural analysis results were used to further refine each peer support arrangement. Our findings strengthen support for peer support arrangements as a research-based approach to promote the general education classroom inclusion of high school students with ASD. It also highlights the value of incorporating additional assessment to individualize these interventions for students with ASD with and without ID. [ABSTRACT FROM AUTHOR]

Inclusive sports have emerged as a potential tool for building social inclusion within diverse populations. The Special Olympics Unified Sports programs are an example of inclusion initiatives specific to students with intellectual disability and sports that can be reevaluated with new understandings of inclusion. This systematic mixed studies review aimed to capture athlete Unified Sports experiences and identify what athletes reported about their participation. The systematic review identified nine original studies conducted by six unrelated research groups. Results across the studies are synthesized and suggestions for future research are presented. Athletes in all nine studies reviewed reported positive experiences with Unified Sports leading to increased social inclusion and/or self-concepts. [ABSTRACT FROM AUTHOR]