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Direct linkMegan K. Peters; Wanda P. Felty; Sharyl K. Kinney; Mary A. Hudson; Mark J. Fisher; Mark L. Wolraich – Inclusion, 2019
Respectful and trusting family-professional partnerships can positively influence the health care of children with intellectual and developmental disability. This article describes a creative interdisciplinary educational approach that includes family members and preservice professionals as partners, and evaluates the perceived impact of this…
Descriptors: Partnerships in Education, Interdisciplinary Approach, Family Involvement, Family School Relationship
LaRon A. Scott; Colleen A. Thoma; Tonya Gokita; Lauren Bruno; Amber Brown Ruiz; Katherine Brendli; Joshua P. Taylor; Vivian Vitullo – Inclusion, 2021
Promoting self-determination for students with disabilities has proven to be a critical component of effective transition planning. However, researchers seldom consider race when promoting self-determination for people with disabilities. The purpose of the current phenomenological research investigation was to explore how Black youth with…
Descriptors: African American Students, Students with Disabilities, Intellectual Disability, Developmental Disabilities
Anthony M. Rodriguez; Debbie Taub; LaRon Scott; Susan R. Copeland; Kendra Williams-Diehm; Leena Jo Landmark; Tracy E. Sinclair; Rhonda S. Black; Susan B. Palmer; Colleen A. Thoma – Inclusion, 2020
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…
Descriptors: Students with Disabilities, Intellectual Disability, Developmental Disabilities, Access to Education
