This study investigates the alignment of Postsecondary Education (PSE) programs with Science, Technology, Engineering, and Math (STEM) career demands for people with intellectual and developmental disabilities (IDD) in the United States. Using a mixed methods design to explore what programs are offering STEM opportunities, a national survey was…

The passage of the Higher Education Opportunity Act in 2008 triggered an increase in inclusive postsecondary education (IPSE) programs across the United States, giving students with intellectual and developmental disabilities the opportunity to enroll in typical college courses. A multiple case study of IPSE programs at five institutions of higher…

Learners with developmental disabilities often encounter difficulties in performing daily activities that involve digital platforms, operating systems, applications, and other digital tools. Considering the growing importance of digital literacy, we examined the effectiveness of the clustered forward chaining (CFC) procedure in teaching digital…

Preparing for college is an exciting and stressful process often filled with anticipation and uncertainty. It is important for prospective students, their families, and educators to understand the admissions process and expectations that inclusive postsecondary education programs hold for incoming students with intellectual and developmental…

Inclusive Postsecondary Education programs are designed to provide students with disabilities the opportunity to seek postsecondary education while receiving explicit instruction and support in social and emotional, independent living, and vocational skills. While students enroll in college classes, there is little research available for how to…

In the evolving landscape of financial literacy in education, this study aims to describe methodologies used in mathematics and special education research, specifically targeting individuals with intellectual and developmental disabilities (IDD). Based on a systematic review of research studies that addressed financial literacy for students with…

Reading skills are important to the academic success and long-term self-determination of individuals with disabilities. Teachers' theoretical orientations toward reading instruction are relevant to their implementation of interventions that may be more or less effective in addressing students' needs. Whereas reading instructional orientation has…

Advocacy has long been heralded as a way to create change for individuals with intellectual and developmental disabilities (IDD) and their families. However, without an established measure, it is difficult to accurately characterize advocacy activities. Drawing from extant research, the Advocacy Activities Scale was developed to assess three…

Organization-wide positive behavior support (OW-PBS) is a framework for improving quality of life and preventing challenging behaviors for children and adults with intellectual and developmental disabilities (IDD). This tiered PBS framework has been adapted from schools for use in disability services. Supporting people with IDD involves a variety…

College students with intellectual and developmental disabilities (IDD) are transitioning to more autonomous college settings in recent years. Intimacy education has been identified as a potential need; yet, there are factors that could facilitate or inhibit access to education, experiences, and support efforts in this area. The Continuum of…

Friendships are personally valuable and developmentally important relationships for all people, yet friendships between students with and without intellectual and/or developmental disabilities (I/DD) remain infrequent, even in inclusive settings. Extant research indicates that opportunity barriers may play a more prominent role in friendship…

Most students with complex support needs are taught in separate special education classrooms; one reason is teams that inappropriately use the intensity of support needs as the basis for placement in more restrictive placements. This study used Bayesian multilevel modeling to determine whether the intensity of student support needs predicted…

Extended diaper wearing may limit access to inclusive opportunities including general education settings, summer camps, community-based programming, and job opportunities. Toilet training may be delayed due to more pressing concerns, such as challenging behavior. Individualized education plans should include toilet training children with…

The purpose of this qualitative descriptive study was to explore how parents of children diagnosed with DDX3X Syndrome and school professionals serving on special education teams in the United States describe collaboration. The collaborative process was investigated through three sub-questions regarding relationship building, shared values, and…

By amplifying the voices of young college women with intellectual and developmental disabilities, this study explores the intersections of disability, gender, sexuality, and higher education. It highlights how maternal socialization shapes their sexual knowledge prior to college, revealing that mothers often leave their daughters misinformed,…