Inclusive Education of Students With Intellectual and Developmental Disabilities and PK-12 Leadership: Introduction to Special Issue

Inclusion ◽  
2021 ◽  
Vol 9 (4) ◽  
pp. 245-246
Author(s):  
Deborah Taub ◽  
Meghan Cosier ◽  
Sara Morgan
Keyword(s):  
Developmental Disabilities ◽  
Inclusive Education ◽  
Intellectual And Developmental Disabilities ◽  
Special Issue ◽  
Education Of Students

Towards the fulfillment of the right to inclusive education for students with intellectual and developmental disabilities: Framework for action

2021 ◽  
pp. 95-113
Author(s):  
Antonio M. Amor ◽  
María Fernández ◽  
Miguel Á. Verdugo ◽  
Alba Aza ◽  
M. Isabel Calvo
Keyword(s):  
Developmental Disabilities ◽  
Inclusive Education ◽  
Intellectual And Developmental Disabilities ◽  
Learning And Development ◽  
Persons With Disabilities ◽  
Life Model ◽  
The Right ◽  
Education Of Students ◽  
Practical Implications

Since the United Nation's Convention on the Rights of Persons with Disabilities was passed (2006), inclusive education evolved from a principle of education towards a right to be guaranteed for all students. Despite this, students with intellectual and developmental disabilities (IDD) have not enjoyed this right on an equal foot with others, experiencing a stagnation in their inclusion over the last 15 years. Moreover, there is an important gap between the policies passed at national, regional, and local levels aimed at including these students, and the educational experiences that they are currently receiving within education systems. To address this mismatch and to provide educators with a framework for action that shortens what is current education of students with IDD and what should be, the purpose of this work is to present the conceptual and practical implications of the supports paradigm and the quality of life model, two frameworks that have now join together and that offer a systematic approach to address the access, participation, learning, and development of students with IDD to their fullest potential, the necessary goals of an inclusive and quality education.

Technology Tools: Increasing Our Reach in National Surveillance of Intellectual and Developmental Disabilities

2019 ◽  
Vol 57 (5) ◽  
pp. 463-475 ◽  
Author(s):  
Jordan B. Wagner ◽  
Minje Kim ◽  
Marc J. Tassé
Keyword(s):  
Developmental Disabilities ◽  
Health Information ◽  
Smart Home ◽  
Intellectual And Developmental Disabilities ◽  
Special Issue ◽  
Health Records ◽  
Health Apps ◽  
Comprehensive Health ◽  
Health Surveillance Data ◽  
Medicare Database

Abstract Challenges in collecting comprehensive health surveillance data on people with intellectual and developmental disabilities (IDD) are numerous. A number of important issues and strategies are discussed in the articles contained in this special issue of Intellectual and Developmental Disabilities. In this article, we focus on the advances and tools available in the area of technology. We explore a number of possible sources including accessing big data such as analyzing health information contained in Medicaid and Medicare health databases. We also discuss some of the possibilities afforded to us by complementing Medicaid/Medicare database information with health information available in the myriad of electronic health records. Lastly, we explore other technologies available that might yield valuable health supports and information, including wearable devices, remote supports and other smart home technologies, telehealth and telepsychiatry, as well as looking at ways to access other technologies that collect health information (e.g., glucometer, health apps, connected exercise devices, etc.).

Inclusion of Students With Intellectual and Developmental Disabilities and Postsecondary Outcomes: A Systematic Literature Review

Inclusion ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 303-319
Author(s):  
Joshua P. Taylor ◽  
Magen Rooney-Kron ◽  
Holly N. Whittenburg ◽  
Colleen A. Thoma ◽  
Lauren Avellone ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Literature Review ◽  
Postsecondary Education ◽  
Inclusive Education ◽  
Systematic Literature Review ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Or Education ◽  
Postsecondary Outcomes ◽  
Positive Effects

Abstract The purpose of this systematic literature review was to examine the association between inclusive education and postsecondary outcomes for individuals with intellectual and developmental disabilities (IDD). Despite decades-long advocacy efforts, most individuals with IDD never achieve meaningful paid employment or enroll in postsecondary education after graduation from high school. Although educational and workforce legislation has emphasized both inclusive education and competitive integrated employment for youth with IDD, no previous reviews have examined the strength of evidence for the former as a pathway to positive postsecondary outcomes. This systematic literature review searched peer-reviewed articles published between 1997 and 2018. A total of nine studies met inclusion criteria. The majority of studies found positive effects for inclusive education on either postsecondary employment or education using correlational designs. Limitations to the included studies as well as implications and recommendations for practice, policy, and future research are discussed.

scholarly journals Teachers’ Self-Efficacy, Sentiments, Attitudes, and Concerns about the Inclusion of Students with Developmental Disabilities

2014 ◽  
Vol 24 (1) ◽  
Author(s):  
Angela Montgomery ◽  
Pat Mirenda
Keyword(s):  
Developmental Disabilities ◽  
Inclusive Education ◽  
Self Efficacy ◽  
Associated Factors ◽  
Disruptive Behaviour ◽  
Regression Analyses ◽  
Practicing Teachers ◽  
School Based ◽  
Inclusive Instruction ◽  
Education Of Students

This study examined relationships between three factors related to teacher self-efficacy (use of inclusive instruction, collaboration with others, and managing disruptive behaviour) and practicing teachers’ sentiments, attitudes, and concerns about inclusive education of students with developmental disabilities. We calculated Pearson product-moment correlations to examine individual associations and conducted a series of multiple regression analyses to determine which associated factors, when considered simultaneously, were most predictive. Results indicated that higher self-efficacy for collaboration was the only predictor associated with more positive sentiments and attitudes and with fewer concerns about inclusive education for students with developmental disabilities. The results replicate the findings of a previous study on this topic and highlight the importance of both pre- and in-service education aimed at providing educators with dispositions and skills related to effective collaboration with parents and other members of a school-based team.

scholarly journals The experiences of children with intellectual and developmental disabilities in inclusive schools in Accra, Ghana

2019 ◽  
Vol 8 ◽  
Author(s):  
Christiana Okyere ◽  
Heather M. Aldersey ◽  
Rosemary Lysaght
Keyword(s):  
Developmental Disabilities ◽  
Inclusive Education ◽  
Corporal Punishment ◽  
Individual Characteristics ◽  
Intellectual And Developmental Disabilities ◽  
Structured Interviews ◽  
Learning Improvement ◽  
Inclusive Schools ◽  
Peer Victimisation ◽  
Qualitative Descriptive

Background: Inclusive education is internationally recognised as the best strategy for providing equitable quality education to all children. However, because of the unique challenges they often present, children with intellectual and developmental disabilities (IDDs) are often excluded from inclusive schools. To date, limited research on inclusion has been conducted involving children with IDD as active participants.Objectives: The study sought to understand the experiences of children with IDDs in learning in inclusive schools in Accra, Ghana.Method: A qualitative descriptive design was utilised with 16 children with IDDs enrolled in inclusive schools in Accra, Ghana. Participants were recruited through purposive sampling and data were collected using classroom observations, the draw-and-write technique and semi-structured interviews. The data were analysed to identify themes as they emerged.Results: Children’s experiences in inclusive schools were identified along three major themes: (1) individual characteristics, (2) immediate environments and (3) interactional patterns. Insights from children’s experiences reveal that they faced challenges including corporal punishment for slow performance, victimisation and low family support relating to their learning.Conclusion: Although children with IDDs receive peer support in inclusion, they experience diverse challenges including peer victimisation, corporal punishment and low family and teacher support in their learning. Improvement in inclusive best practices for children with IDD requires systematic efforts by diverse stakeholders to address identified challenges.

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