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.

Shaping the faces of the prism: Rights, supports, and quality of life for enhancing inclusive education opportunities in students with intellectual disability

2020 ◽  
Vol 49 (3) ◽  
pp. 5-33
Author(s):  
Antonio M. Amor González ◽  
María Fernández Sánchez ◽  
Miguel Á. Verdugo Alonso ◽  
Alba Aza ◽  
Robert L. Schalock
Keyword(s):  
Quality Of Life ◽  
Intellectual Disability ◽  
Inclusive Education ◽  
Educational Systems ◽  
Whole Child ◽  
Learning And Development ◽  
Persons With Disabilities ◽  
A Value ◽  
Life Model

Although inclusive education has evolved from a general principle to a recognized right, a quality inclusive education is still not a reality for students with intellectual disability. In this article, we discuss three approaches that can bridge the gap between “what is” current education of these students and “what should be”. First, we address the underpinnings of Article 24 of the United Nation’s Convention on the Rights of Persons with Disabilities a nd its i mplication for educational systems concerning placement and goals to achieve in these students. Second, we provide a general overview of the supports paradigm and its conceptual and practical implications regarding inclusive education. Third, we present a quality of life model as a value-based and evidence-driven framework to enhance inclusive opportunities in students with intellectual disability and to support decision-making in education from a “whole child approach”. Finally, we provide a comprehensive, systematic framework that brings these three approaches together to improve students’ outcomes linked to the goals of access, participation, learning, and development.

scholarly journals Evaluating the Availability and Quality of HIV/AIDS Services and Supports for Individuals with Intellectual and Developmental Disabilities

2019 ◽  
Vol 29 (Supp2) ◽  
pp. 435-440
Author(s):  
Andrew T. Roach ◽  
Franco Dispenza ◽  
Melissa Zeligman ◽  
Anne Stair ◽  
Breanna Kelly
Keyword(s):  
Developmental Disabilities ◽  
Community Based Participatory Research ◽  
Intellectual And Developmental Disabilities ◽  
Persons With Disabilities ◽  
Three Phase ◽  
Acquired Immunodeficiency ◽  
Services And Supports ◽  
Immunodeficiency Syndrome ◽  
Hiv Aids

We used a community-based participatory research (CBPR) framework to conduct a needs assessment of the availability and quality of human immunodeficiency virus (HIV) and acquired immunodeficiency syndrome (AIDS) services for persons with intellectual and developmental disabilities (PWIDD) in the Atlanta metropolitan area. We present the findings of a three-phase research project. Findings from the research informs organizations and policymakers on how to provide persons with disabilities better access to HIV/AIDS care. Ethn Dis. 2019;29(Suppl 2):435-440; doi:10.18865/ed.29.S2.435

scholarly journals Measurable Indicators of CRPD for People with Intellectual and Developmental Disabilities within the Quality of Life Framework

2020 ◽  
Vol 17 (14) ◽  
pp. 5123
Author(s):  
Laura E. Gómez ◽  
Asunción Monsalve ◽  
Mª Lucía Morán ◽  
Mª Ángeles Alcedo ◽  
Marco Lombardi ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Systematic Review ◽  
Developmental Disabilities ◽  
Citation Index ◽  
Intellectual And Developmental Disabilities ◽  
Russian Science ◽  
Persons With Disabilities ◽  
Russian Science Citation Index ◽  
Meta Analyses

This article proposes the quality of life (QOL) construct as a framework from which to develop useful indicators to operationalize, measure, and implement the Articles of the Convention on the Rights of Persons with Disabilities (CRPD). A systematic review of the scientific literature on people with intellectual and developmental disabilities (IDD) was carried out, with the aim of identifying personal outcomes that can be translated into specific and measurable items for each of the CRPD Articles aligned to the eight QOL domains. Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, the systematic review was conducted across the Web of Science Core Collection, Current Contents Connect (CCC), MEDLINE, KCI-Korean Journal Database, Russian Science Citation Index and SciELO Citation Index, for articles published between 2008 and 2020. A total of 65 articles focusing on people with IDD were selected. The results were grouped into four broad categories: conceptual frameworks used to monitor the CRPD; instruments used to assess the rights set out in the CRPD; recommendations on the use of inclusive research; and indicators or personal outcomes associated with specific rights contained in the CRPD.

Training of Children with Autistic Disorder

2016 ◽  
Vol 4 (1) ◽  
pp. 49-52
Author(s):  
Смирнова ◽  
L. Smirnova
Keyword(s):  
United Nations ◽  
Inclusive Education ◽  
Learning Difficulties ◽  
Federal State ◽  
Autistic Children ◽  
Persons With Disabilities ◽  
Educational Standard ◽  
The Russian Federation ◽  
State Educational ◽  
Education Of Students

The article considers issues related to the education of autistic children within the framework of inclusive education. The author analyzed the principles and objectives of this type of education on the basis of official documents: the ratified by the Russian Federation Convention on the Rights of Persons with Disabilities of the United Nations and the Federal State Educational Standard of Primary Education of students with disabilities. The characteristics of children with autistic syndrome, and learning difficulties are described. The psychological and pedagogical recommendations for educators who work with autistic children are given.

Education of students with disabilities in higher education

2019 ◽  
Author(s):  
Екатерина Михальчи ◽  
Ekaterina Mihal'chi
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Programs ◽  
Educational Process ◽  
Educational Institutions ◽  
Technical Equipment ◽  
Persons With Disabilities ◽  
Education Of Students ◽  
Reference Form

The manual in a brief reference form includes such aspects of the implementation of higher inclusive education as pedagogical conditions for teaching students with disabilities, technical equipment of the educational process and the regulatory framework of inclusive education, the creation of adapted educational programs of higher education for persons with disabilities and the development of adaptation courses. The manual can be recommended to teachers, staff and administration of higher educational institutions of different profiles, assistants, psychologists, employees of centers of inclusive education and used in conducting briefings on work in inclusive groups.

Reflecting on the Education Position Statement of AAIDD and The Arc

Inclusion ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 6-26
Author(s):  
Anthony M. Rodriguez ◽  
Debbie Taub ◽  
LaRon Scott ◽  
Susan R. Copeland ◽  
Kendra Williams-Diehm ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
School Choice ◽  
Postsecondary Education ◽  
Position Statement ◽  
System Capacity ◽  
Educational Systems ◽  
Intellectual And Developmental Disabilities ◽  
High Expectations ◽  
Research Findings ◽  
The Right

Abstract This article expands on 10 critical actions within the American Association on Intellectual and Developmental Disabilities (AAIDD) and The Arc's 2018 joint position statement on the right of students with intellectual and developmental disabilities (IDD) to have a free and appropriate public education (FAPE): (a) zero reject; (b) nondiscriminatory and comprehensive eligibility evaluations and appropriate assessments; (c) high expectations and FAPE; (d) autonomy, self-determination, and decision-making supports; (e) inclusion and least restrictive environments (LRE); (f) safe and supportive education environments; (g) school choice; (h) family and student participation; (i) lifelong education, transition, and postsecondary education; and (j) system capacity development, funding, oversight, and accountability. Research findings documenting positive outcomes associated with implementing each area of action are described and relevant legal mandates and case law are discussed. Recommendations are made for changes to educational systems and practices that create barriers to the access of FAPE for students with IDD.

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