Background: When supporting learners with severe intellectual disabilities, teaching methods needs to be adapted. Vona du Toit Model of Creative Ability (VdTMoCA) aims to enhance participation and facilitate adaptive responses through targeted intervention principles. This study aimed to develop and evaluate the impact of an intervention programme…

As interest in derived relational responding has increased, so have the number of investigations evaluating interventions to promote the emergence of derived responding for individuals with autism, as well as other intellectual and developmental disabilities. However, much of the literature has focused on the relation of sameness, and less is…

Background: Amongst the growing number of examples of inclusive dance programming, community-informed recommendations for inclusive dance are scarce. Our purpose was to develop recommendations for inclusive dance with dancers with the lived experience of autism, intellectual, or developmental disability, and the professionals who work with them.…

Despite the importance of reading comprehension, many secondary students with Intellectual Disabilities (ID) struggle with this skill. Students with ID also experience greater challenges in foundational literacy skills (i.e., skills related to phonological awareness) and the cognitive skills temporal processing and nonverbal reasoning (Van…

Background and Aims: Students with intellectual disability benefit from high-quality instruction in reading and mathematics. Methods: This Theoretical Paper outlines the need for effective, evidence-based instructional practices for this population and the potential for observation research to inform such advancements. We report our systematic…

The widespread myth that adults with intellectual disabilities lack agency still pervades learning and research spaces, justifying ableist teaching and research methods. Bringing critical, socio-cultural perspectives on disability together with Disability Justice principles, I present a joyful counternarrative, illustrating how a group of adults…

This study aimed to compare the effectiveness and efficiency of the model-lead-test (MLT) and video modeling (VM) methods in teaching individuals with ID how to access and use the services provided by the Turkish state in digital environments. Four individuals participated in the study, in which the adapted alternating treatments design, one of…

Physical fitness is a quality-of-life outcome that all adults can benefit from physically and mentally. Opportunities to develop and increase fitness levels can lead to positive mental and physical wellness. Unfortunately, young adults with intellectual disabilities (ID) may not have many opportunities to engage in physical fitness activities in…

In this self-study, I propose a curriculum fragment methodology to work toward a greater understanding of the boundaries (Herdandez-Saca et al., 2023) between special education and disability studies that strengthens both teacher education and disability studies in education (DSE). Specifically, I engage in critical reflection on my teaching…

Society has always understood individuals with intellectual disabilities from a stance of deficiency, resulting in limited expectations and prospects for school-going adolescents with intellectual disabilities. The study used the social model of disability to explore teachers' perceptions of enablers to enhance school-based adolescents with…

Education in segregated settings for pupils with intellectual disability (ID) has often been portrayed as a unified form of schooling. There is a risk of providing a simplified picture of these settings and of what pupils with ID need to learn. This is generally stipulated in policy documents, leaving room for staff in school to interpret…

Word problem solving is the premise for students to generalize their problem solving skills to real world problems. This includes students with autism spectrum disorder (ASD) and intellectual disability (ID). Modified Schema-based Instruction (MSBI) is one strategy that research has shown is effective for teaching students with ASD/ID to acquire…

In the study, we compared the effectiveness and efficiency of two error correction (EC) procedures --a model of the correct response (MoCR) and remove and re-present (RRp)--when using discrete trial training (DTT) in teaching to identify the community signs to children with autism spectrum disorder. We also examined the maintenance and…

Individuals with intellectual and developmental disabilities face barriers to accessing sex education, including a lack of professional ownership over providing sex education. Limited information exists regarding educator training background, funding structure, and who they serve. We interviewed 58 sex educators of individuals with intellectual…

Time delay is one of the most established practices for teaching both functional and academic skills to students with extensive support needs (ESN). Students with ESN have intellectual or developmental disabilities and, in some cases, other support needs (e.g., physical disabilities, sensory impairments) and require comprehensive instructional and…