The impact of including children with intellectual disability in general education classrooms on the academic achievement of their low-, average-, and high-achieving peers

2013 ◽  
Vol 38 (1) ◽  
pp. 23-30 ◽  
Author(s):  
Rachel Sermier Dessemontet ◽  
Gérard Bless
Keyword(s):  
Academic Achievement ◽  
Intellectual Disability ◽  
General Education ◽  
High Achieving ◽  
The Impact ◽  
General Education Classrooms ◽  
Children With Intellectual Disability

Multicomponent Reading Interventions for Students With Intellectual Disability

2017 ◽  
Vol 39 (4) ◽  
pp. 229-242 ◽  
Author(s):  
Kemal Afacan ◽  
Kimber L. Wilkerson ◽  
Andrea L. Ruppar
Keyword(s):  
Intellectual Disability ◽  
Literature Review ◽  
General Education ◽  
Reading Instruction ◽  
Reading Skills ◽  
Word Reading ◽  
Reading Interventions ◽  
Future Research ◽  
Sight Word ◽  
The Impact

Reading instruction for students with intellectual disability (ID) has traditionally focused on single skill instruction such as sight word reading. Given that multicomponent reading interventions have been linked to improved reading skills across multiple reading components for students in general education, it is logical to examine the impact of multicomponent reading interventions for students with ID. The purpose of this literature review was to examine characteristics, outcomes, and quality of multicomponent reading interventions for students with ID. In this review, seven empirical articles fit the inclusionary criteria. Findings indicate that students with ID who were exposed to multicomponent reading programs significantly improved their reading skills compared to their peers with ID who received traditional sight word instruction or to their previous reading performance. This literature review highlights effective strategies used to provide multicomponent reading instruction to students with ID. Implications for reading instruction for students with ID are provided, along with implications for future research.

Being in the Right Place at the Right Time: Educational Placement of Students With Intellectual Disability by State and Year

Inclusion ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 210-221
Author(s):  
Eric J. Anderson ◽  
Matthew E. Brock
Keyword(s):  
Intellectual Disability ◽  
General Education ◽  
Students With Disabilities ◽  
Least Restrictive Environment ◽  
Educational Placement ◽  
Placement Decisions ◽  
Federal Mandate ◽  
Restrictive Environment ◽  
The Right ◽  
General Education Classrooms

Abstract Despite the longstanding federal mandate to place students with disabilities in general education classrooms to the maximum extent appropriate, most students with intellectual disability continue to spend most of their time in separate classrooms and schools. In this study, we describe longitudinal educational placement patterns in six states that represent the wide span of educational placement (i.e., Vermont, Kentucky, Kansas, Massachusetts, Illinois, and Montana). Surprisingly, some states are trending toward more restrictive placements, and the gap between the most and least inclusive states is continuing to widen over time. We offer constructive suggestions for appropriately applying the principle of least restrictive environment so that placement decisions are driven by student needs and not where students live.

scholarly journals COVID-19 and young people with intellectual disability: a service review

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S334-S335
Author(s):  
Omer Minhas ◽  
Pippa Mundy ◽  
Jessica Stewart
Keyword(s):  
Intellectual Disability ◽  
Complex Systems ◽  
Clinical Review ◽  
Community Support ◽  
Well Being ◽  
Child And Adolescent ◽  
South Wales ◽  
Distress Calls ◽  
The Impact ◽  
Children With Intellectual Disability

AimsA service review of specialist child and adolescent intellectual disability provision in South Wales was conducted between March and May 2020. The purpose was to explore the impact of the first COVID-19 pandemic lockdown on children with intellectual disability and their families. The review aimed to explore if the disruption to the systems involved in their care would impact their wellbeing and behavioural presentations. We also measured if there had been an increase in the use of medication. Our focus was on the distress calls, which are requests for urgent clinical review to prevent a crisis.A service review of specialist child and adolescent intellectual disability provision in South Wales was conducted between March and May 2020. The purpose was to explore the impact of the first COVID-19 pandemic lockdown on children with intellectual disability and their families. The review aimed to explore if the disruption to the systems involved in their care would impact their wellbeing and behavioural presentations. We also measured if there had been an increase in the use of medication. Our focus was on the distress calls, which are requests for urgent clinical review to prevent a crisis.MethodSix clinical areas across three Welsh health boards under the same specialist team were surveyed. Case notes and email correspondence were reviewed to obtain the number and content of crisis calls made to specialist CAMHS across an eight week period during the first UK COVID-19 lockdown. Data were gathered on frequency, purpose, and outcome of calls. Comparison data were also collected for the period October 2019 to March 2020.ResultPre-COVID-19: Two crisis calls were identified in two different areas during the pre-COVID period surveyed. Increases in medication and increases in respite care packages were made as a result.During COVID-19 restrictions: 20 different initial distress calls made (children age 9 and 17 years old (M = 13.2); 75% were boys) across five of the six clinical areas. Of these 20 calls, 17 were active cases and 3 were new referrals. 95% of calls resulted in medication increases and there were few other interventions used due to COVID-19 constraints. Changes to the child's support system were discussed across all cases and return to school was highlighted as a key protective factor in improved well-being. Differences between clinical areas were also identified.ConclusionThere was a clear increase in distress calls and requests to prescribe or increase psychotropic medication to calm the distress during the ‘lockdown’. Changes in behavioural presentation may have occurred partly due to the disruption to the complex systems that typically support a child and the shift away from community support. Children with intellectual disability and their families are unique and embedded in complex systems comprising schools, respite, and healthcare provision which work together to deliver optimal mental healthcare with psychosocial interventions with medication for higher-risk situations. Any shifts in these systems may lead to an imbalance and a higher likelihood of medication use.

Review of Interventions Supporting Secondary Students with Intellectual Disability in General Education Classes

2019 ◽  
Vol 44 (2) ◽  
pp. 103-121 ◽  
Author(s):  
Emily M. Kuntz ◽  
Erik W. Carter
Keyword(s):  
High School Students ◽  
Intellectual Disability ◽  
General Education ◽  
Secondary Students ◽  
Management Strategies ◽  
Future Research ◽  
Educational Placement ◽  
Mediated Communication ◽  
School Students ◽  
The Impact

Instruction and support for students with intellectual disability in general education classes should be informed by research-based interventions. In this systematic review, we examined the focus and impact of interventions delivered in inclusive classes to support middle and high school students with intellectual disability. We identified 40 intervention studies involving 177 secondary students with intellectual disability attending a range of core academic and elective classes. These multicomponent interventions fell within five primary categories: systematic instruction, peer support arrangements, self-management strategies, peer-mediated communication interventions, and educational placement changes. Although the overall focus was fairly balanced across academic, social, and behavioral outcomes, each intervention approach prioritized somewhat different dependent measures. Moreover, although the impact of the interventions on most outcomes was positive, the methodological quality of these studies was somewhat varied. We offer recommendations for future research and practice aimed at strengthening the availability and implementation of effective interventions within inclusive secondary school classes.

Impact on Siblings of Children With Intellectual Disability: The Role of Child Behavior Problems

2010 ◽  
Vol 115 (4) ◽  
pp. 291-306 ◽  
Author(s):  
Cameron L. Neece ◽  
Jan Blacher ◽  
Bruce L. Baker
Keyword(s):  
Intellectual Disability ◽  
Behavior Problems ◽  
Child Behavior ◽  
Negative Impact ◽  
Child Behavior Problems ◽  
Typical Development ◽  
Typically Developing ◽  
Intellectual Status ◽  
The Impact ◽  
Children With Intellectual Disability

Abstract The impact on everyday life for siblings of children with intellectual disability or typical development was examined. Participants were families of children with intellectual disability (n  =  39) or typical development (n  =  75). Child behavior problems and sibling impact were assessed at child ages 5, 6, 7, and 8. Results indicate that siblings of children with intellectual disability were consistently reported by mothers and fathers to be more negatively impacted compared to siblings of typically developing children. When child behavior problems were accounted for, however, there was no longer a significant relationship between child intellectual status and sibling impact. For both intellectual disability and typical development groups, cross-lagged panel analyses indicate that early child behavior problems lead to increased sibling negative impact over time.

Planning Supports for Students With Intellectual Disability in General Education Classrooms

Inclusion ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 27-42 ◽  
Author(s):  
James R. Thompson ◽  
Virginia L. Walker ◽  
Melinda R. Snodgrass ◽  
Jessica A. Nelson ◽  
Megan E. Carpenter ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Focus Group ◽  
General Education ◽  
Technical Assistance ◽  
Least Restrictive Environment ◽  
Focus Group Interviews ◽  
Group Interviews ◽  
Problem Solving Process ◽  
Restrictive Environment ◽  
General Education Classrooms

Abstract For most students with intellectual disability (ID), education in the least restrictive environment has been determined to be separate special education classrooms. One means to promote greater participation in general education classrooms is for educators to identify and arrange individualized supports that students need to be successful. We conducted focus group interviews with 33 educators in 6 schools from 3 states to explore how they currently plan supports for their students, obtain their opinions on the usefulness of a systematic problem-solving process for supports planning, and gather their perspectives on resources, including the nature of technical assistance, that would be most helpful in planning individualized supports. Themes from the focus group interview transcripts were identified and recommendations for increasing educator competencies in planning and monitoring individualized supports for students with ID in general education classrooms are provided.

scholarly journals Are Type, Frequency, and Daily Time Equally Valid Estimators of Support Needs in Children With Intellectual Disability? A Multitrait–Multimethod Analysis of the Supports Intensity Scale for Children (SIS-C)

Assessment ◽  
2017 ◽  
Vol 26 (7) ◽  
pp. 1307-1319 ◽  
Author(s):  
Miguel A. Verdugo ◽  
Victor B. Arias ◽  
Verónica M. Guillén
Keyword(s):  
Intellectual Disability ◽  
Support Needs ◽  
Intensity Scale ◽  
Promising Tool ◽  
Supports Intensity Scale ◽  
Human Functioning ◽  
Method Effects ◽  
The Impact ◽  
Daily Time ◽  
Children With Intellectual Disability

Support needs represent the intensity of support required by a person with a disability in order to take part in the activities related to normative human functioning. The Supports Intensity Scale for Children (SIS-C) is possibly the most promising tool for assessing and designing individualized support programs in children with intellectual disability. The SIS-C measures support needs across 61 activities, each one assessed along three methods: type of support, frequency, and daily time during which support is to be given. We investigated the impact of method effects in the SIS-C through a bifactor approach to the analysis of multitrait–multimethod matrices. The results suggest that neither intensity nor frequency scales produced method effects that significantly distorted the measurement of support needs. However, the daily support time method had substantial undesirable effects on five of the seven subscales of support needs. Considerations about support needs assessment and future modifications of the scale are discussed.

Sign in / Sign up

Export Citation Format

Share Document