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…

Background: Although particular technologies can enhance the quality of life (QoL) of people with profound intellectual and multiple disabilities (we use the term pervasive support needs), their objectives and outcomes are understudied. A systematic literature review was therefore conducted to explore this topic. Method: A search of four databases…

Background: Advancements in medicine have increased the life expectancy of the people with profound intellectual and multiple disabilities. The hypothesis is that as parents get older, they worry about no longer being there for their child. This paper explores the extent to which the experiences of older parents may differ from that of younger…

Background: For many people with intellectual disabilities, the parenting role is inaccessible and/or constrained. This study provides insight into the lived experiences of parents with intellectual disabilities regarding violence and limiting their rights to parenthood in Poland. Method: Twenty-seven parents with intellectual disabilities who…

Background: Knowledge about how disability professionals understand ableism may provide insight into the production of inequalities. The aim of this study was to examine how disability professionals understand ableism. Methods: We asked 347 disability professionals, all of whom worked with people with intellectual and developmental disabilities,…

The purpose of this systematic review was to summarize research to date on school-based, food-related interventions (e.g., cooking, grocery shopping, food-related literacy, eating behavior) for students with intellectual and developmental disabilities (IDD). The second purpose was to evaluate the quality of eligible studies according to the design…

This article delves into the processes of disability disclosure, cripped experiences and a particular theoretical flight with posthuman subjectivity. The article critiques disability disclosure for coercively reifying cripped experiences into normative narratives. Moreover, disclosures determine coercive and performative regimes in educational…

Background: Third-level education is a relatively new opportunity for people with intellectual disabilities. The development of third-level educational opportunities for this population rests on understanding their experiences and suggestions for programme development and improvement. The aim of this study is to establish how inclusive third-level…

This study is a needs assessment of Extension staff in the state of Iowa to implement inclusive programming for individuals with intellectual and developmental disabilities (IDD). Electronic surveys were completed by Extension staff on their attitudes and beliefs toward people with IDD, inclusive programming, and training needs. Results showed…

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…

By being public entities, charter schools must meet U.S. federal legislative mandates (e.g., Section 504) in providing a free, appropriate public education (FAPE) to students with disabilities--just as their traditional district public school counterparts must do. This legal update reviews a prominent case, "Lawton et al. v. Success Academy…

This research study presents the Scale of Dis/ability Apparentness in Education Settings (SDAES) to explore the complex and dynamic nature of dis/abled apparentness among college students. The study combines qualitative and quantitative data to examine five key domains: Environment, Ableism, Identity, Taking Action, and Embodied Dis/ability,…

My research topic is the diagnosis of learning disabilities (LD) in elementary school children. The poorly defined criteria and methods of LD determinations leads to a large number of students labeled with the disability category of LD (Graves et al, 2011; Hutchison, 2021), even though the process is inconsistent and subjective (Graves et al,…

Current understandings of disability experience are centered around individuals who hold the disability identity and membership in the marginalized group. This perspective does not include the experiences of disability allies, such as parents, who act alongside their children to support their access and engagement in the education setting. This…

Schools conduct comprehensive psychoeducational evaluations to identify students with specific learning disabilities (SLDs) and determine whether they qualify for special education services. This decision-making process is complex and research has documented many factors influencing SLD identification decisions. One such factor may be…