It is important for educators to collect accurate information on the academic performance of students with the most significant cognitive disabilities who may be assessed with an Alternate Assessment Aligned with Alternate Academic Achievement Standards (AA-AAAS) to inform decisions about resources, programs, instruction, and individualized…

Background: Canadian 24-h movement guidelines recommend that adults achieve 150 min per week of moderate-to-vigorous physical activity (MVPA), 7-9 h of sleep per night and spend no more than 8-h per day sedentary to optimise health and wellbeing. Method: Using a cross-sectional survey of 131 family caregivers of adults with intellectual and…

It is important for educators to collect accurate information on the academic performance of students with the most significant cognitive disabilities who may be assessed with an Alternate Assessment Aligned with Alternate Academic Achievement Standards (AA-AAAS) to inform decisions about resources, programs, instruction, and individualized…

The assessment of Intellectual Disability (ID) under the Individuals With Disabilities Education Improvement Act 2004 (IDEIA; Public Law 108-446, 2004) requires the measurement of both intelligence and adaptive behavior (i.e., conceptual, social, and practical skills). This study expands past research by examining current state special education…

Aim: There are limited studies conducted to explore the social attitudes towards PWDs in Jordan. The aim of this study was to compare public attitudes towards physical, visual, auditory, and intellectual disabilities in the five components of community-based rehabilitation (CBR) which are, education, health, livelihood, social, and empowerment.…

Background: Study of frailty in adults with intellectual and developmental disabilities (IDD) is relatively new. To build the body of literature, an international consensus statement on how to support adults with IDD as they become frail was developed based on fictional cases. This study examined the face validity and applicability of the…

We conducted a review of the literature on articles published between 1987 and 2017 on the application of constant time delay (CTD) as an instructional procedure to teach students with mild or moderate intellectual disability. An analysis of 18 empirical studies supported the effectiveness of the CTD procedure. Measures included acquisition,…

Background: Research suggests that women with intellectual and developmental disabilities are at increased risk for adverse pregnancy outcomes. Further, they report unmet perinatal care needs. This qualitative study examined clinician perspectives on barriers to providing perinatal care to women with intellectual and developmental disabilities.…

In the years since the 2015 reauthorization of the Elementary and Secondary Education Act (ESEA) as the Every Student Succeeds Act (ESSA) placed a 1.0% cap for states on participation in the alternate assessment based on alternate academic achievement standards (AA-AAAS), states have worked hard to navigate the new restrictions on participation in…

Introduction: Adults with intellectual disabilities have an increased vulnerability to mental health problems and challenging behaviour. In addition to psychotherapeutic or psychoeducational methods, off-label pharmacotherapy, is a commonly used treatment modality. Objective: The aim of this study was to establish evidence-based guideline…

Background: Staff working in municipal care homes with adults with intellectual disabilities impact their diet significantly. Aim: To explore how external factors influence staff's motivation and performance of nutritional work with these residents. Method: Semi-structured qualitative interviews with 11 staff using systematic text condensation for…

The purpose of this report is to summarize the status of state-defined alternate diplomas in the 50 U.S. states three years after the Elementary and Secondary Education Act (ESSA) indicated that states could develop these diplomas and use them in accountability calculations. To count this diploma in a graduation measure for accountability, several…

In 2015, the AAIDD National Goals panel recommended the inclusion of the Universal Design for Learning (UDL) framework in services designed to support the needs of learners with intellectual and developmental disabilities (IDD). As a framework that can be implemented district/schoolwide, little is known about the implementation process and…

For students with disabilities, including those with complex support needs, inclusion means more than just physical presence in a classroom--it means valued membership and full participation in a general education classroom and the school community. This book is your school team's practical blueprint for making authentic inclusion happen in K-12…

States continue to navigate the shift that came with the 1% threshold on participation in alternate assessments based on alternate academic achievement standards (AA-AAAS). This shift, following the reauthorization of the Elementary and Secondary Education Act (ESEA) as the Every Student Succeeds Act (ESSA) in 2015, limited participation in the…