This brief is the first in a series focusing on Employment First implementation as it relates to one of the seven elements within the High-Performing States in Integrated Employment model. It examines the background of circumstances under which Employment First efforts began in seven states, and introduces each state's values, mission, and goals…

The relationship between developmental disorders and humanitarian settings is a complex one: conflict and natural emergencies can contribute to developmental disorders, largely by compromising women's prenatal and perinatal environment and their access to perinatal care (Zuurmond et al. 2016). Children and adults with disabilities often shoulder a…

Microenterprises in the classroom provide a unique way to incorporate academic goals within transitional skill instruction for students with developmental disabilities. The purpose of this article is to discuss how the principles of microenterprises can be used by classroom teachers to practice these skills as well as an overview of how to create…

The purpose of this article is to provide strategies that address three areas (creating a classroom library, incorporating environmental print, establishing writing activities) for beginning teachers for creating literacy-rich environments to support the academic and functional needs of young students with significant developmental disabilities…

Research on the integration of content about intellectual and developmental disabilities (IDD) in the MSW curriculum indicates that social work students may not be adequately prepared to work with this population. This is despite the high prevalence of IDD and the frequency that individuals with IDD and their families present for services in…

California continues to fall below national averages in identifying and serving infants, toddlers, and preschoolers with developmental disabilities. The transition between infant/toddler services, administered by the Department of Developmental Services, and preschool services for 3- to 5-year-olds, administered by the Department of Education, is…

At the University of Central Missouri (UCM), the THRIVE program is made up of young adults, ages 18 to 25, who have developmental or intellectual disabilities. A merger occurred between the THRIVE program and the adapted physical education course required for physical education teacher education (PETE) students to provide practical experiences for…

From an educational perspective, self-determination is the way that individuals act according to their own decisions. It is characterized by knowing where and when a person should do a certain action without intervention from others. To be self-determined, it is necessary to develop self-regulation skills. Therefore, teaching the…

While recent years have seen an increase in the number of participatory and inclusive research studies being undertaken where people with learning disabilities are active members of the research team, little has been published about how teams decide what to research. This paper aims to fill this gap by discussing how in one area of Wales a…

High school work experience is a predictor of postsecondary employment success for youth with intellectual and developmental disabilities (IDD). Developing integrated work experiences often requires schools to partner with local businesses; yet, secondary special education transition teams may not have prior experience or preparation in this type…

Postsecondary education programs (PSEs) for young adults with intellectual and developmental disabilities in colleges and universities expand opportunities for these young adults and result in positive outcomes, including employment and improved social networks. Although participating in postsecondary education results in numerous benefits for…

During the preschool years children develop many new skills, including gross motor abilities, which serve as a foundation for school readiness skills in areas such as language, socialization and cognition. Like other domains, motor skill development does not happen without practice opportunities. That is, it requires multiple opportunities whereby…

People with intellectual and developmental disabilities (IDD) are among the most likely Americans to be unemployed, live in poverty, or rely on public programs. In 2013, only 23% of working-age people with cognitive disabilities--a broad demographic category that includes individuals with IDD--were employed, compared to 72% of people without…

Classroom behavior is a source of anxiety, stress, and distraction for many teachers and is a key reason teachers give for leaving the profession. This often raises questions regarding the extent to which teacher preparation programs and initial teaching placements prepare pre-service teachers for working with students who display challenging…

Peer relationships are just as important for students with autism, intellectual disability, and other developmental disabilities. Through their interactions with peers across the school day, students develop new skills, encounter new perspectives, access needed supports, find camaraderie, develop social capital, learn prevailing norms, and elevate…