scholarly journals Students With Intellectual Disabilities' Access to the General Curriculum: A Review of Standards-Based Reform in the United States

2012 ◽  
Vol 49 (5) ◽  
pp. 445-455
Author(s):  
Akina NOGUCHI ◽  
Hiroki YONEDA
Keyword(s):  
United States ◽  
Intellectual Disabilities ◽  
The United States ◽  
General Curriculum ◽  
Standards Based Reform ◽  
Students With Intellectual Disabilities

Advanced Introduction to Mental Health Law

2021 ◽  
Author(s):  
Michael L. Perlin ◽  
Keyword(s):  
Mental Health ◽  
United States ◽  
General Practice ◽  
Intellectual Disabilities ◽  
Death Penalty ◽  
The United States ◽  
Health Law ◽  
Legal Scholar ◽  
Dynamic Relationship ◽  
Criminal Matters

Written by esteemed legal scholar Michael L. Perlin, this indispensable Advanced Introduction examines the long-standing but ever-dynamic relationship between law and mental health. The author discusses and contextualises how the law, primarily in the United States but also in other countries, treats mental health, intellectual disabilities, and mental incapacity, giving examples of how issues such as the rights of patients, the death penalty and the insanity defense permeate constitutional, civil, and criminal matters, and indeed the general practice of law.

International Law and the Death Penalty

2018 ◽  
Author(s):  
Sandra L. Babcock
Keyword(s):  
United States ◽  
Intellectual Disabilities ◽  
International Law ◽  
Death Penalty ◽  
The United States ◽  
International Norms ◽  
Mental Illnesses ◽  
Vienna Convention ◽  
Time Section ◽  
Over Time

Section I of this chapter examines the potential of international law to promote abolition of the death penalty and the challenges that prevent the full realization of that potential. Section II provides a brief overview of how international norms relating to the application of the death penalty have evolved over time. Section III provides three examples of how their impact has been limited in practice, focusing on the application of the death penalty to individuals with mental illnesses and intellectual disabilities, as well as the failure of the United States to comply with its obligations under the Vienna Convention on Consular Relations. Finally, Section IV suggests a number of prescriptive measures to address these limitations. It describes an innovative project in Malawi to obtain the resentencing of prisoners condemned to death and discusses potential revisions to the Safeguards Guaranteeing Protection of the Rights of Those Facing the Death Penalty.

National Cost Efficiency of Supported Employees With Intellectual Disabilities: 2002 to 2007

2010 ◽  
Vol 115 (1) ◽  
pp. 19-29 ◽  
Author(s):  
Robert E. Cimera
Keyword(s):  
United States ◽  
Intellectual Disabilities ◽  
Vocational Rehabilitation ◽  
Cost Efficiency ◽  
The United States ◽  
Considerable Variability ◽  
United State ◽  
Cost Efficient ◽  
The Cost

Abstract The cost efficiency of supported employees with intellectual disabilities who were served by vocational rehabilitation agencies throughout the United State from 2002 to 2007 was explored. Findings indicate that, on average, supported employees with intellectual disabilities were cost-efficient from the taxpayers' perspective regardless of whether they had secondary disabilities. In addition, no changes in cost efficiency were found during the period investigated. The data, however, did demonstrate considerable variability in cost efficiency throughout the United States and its territories.

scholarly journals A curriculum for students with intellectual disabilities in Jordan

2021 ◽  
Vol 36 (1) ◽  
Author(s):  
Eman K. Al-Zboon
Keyword(s):  
Intellectual Disabilities ◽  
Professional Competence ◽  
Field Observations ◽  
General Curriculum ◽  
Teachers Perceptions ◽  
Low Expectations ◽  
The Status ◽  
Teacher Professional ◽  
Students With Intellectual Disabilities ◽  
Teachers Perspectives

This qualitative study describes the status of the curriculum for students with intellectual disabilities (SWID) in Jordan, from their teachers’ perspectives and from field observations. Research data were analysed using content analysis methodology. These qualitative data were gained by interviews with 54 teachers and by field observations of classes of SWID. Data analysis revealed five major themes: teachers’ perceptions of curriculum areas, teachers’ perceptions of curriculum characteristics, levels of teacher professional competence and training needs and teachers’ perceptions of problems of curriculum implementation and curriculum components. The study concludes that there is widespread confusion regarding the curriculum for SWID; genuine problems in access to the general curriculum for SWID; problems in SWID preparation for inclusion; and low expectations regarding SWID. Recommendations are provided regarding the importance of enhancing the SWID curriculum, and of improving teachers’ professionalism and practices.

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