Compulsory education is a reality for students in Spain, but the percentage of students referred to special education has increased in recent years, especially in secondary education. As part of an inclusive research, the aim of this article is to present the main barriers to learning and participation in secondary education reported by 30 young…

According to Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (CRPD), state parties recognize the right of persons with disabilities to education. In this paper we focus on access to higher education for persons with intellectual disabilities and the recognition or non-recognition of these persons as students…

Students with an intellectual disability encounter challenges throughout their educational journey and as they transition to adulthood. Securing and maintaining competitive employment for individuals with an intellectual disability is harder for them than for their non-disabled peers. The problem addressed in this qualitative, phenomenological…

Growing numbers of students with intellectual disability (ID) have gained access to universities and colleges through the development of inclusive postsecondary education (IPSE) programs. Despite having physical access to college and university campuses and even classroom spaces, navigating access to actual course content remains a challenge for…

This study aimed to understand the ways in which college students with intellectual and developmental disabilities (IDD) experience and develop their understanding of emotions and emotional wellness. Semi-structured interviews with college students with IDD were conducted. The research team utilized consensual qualitative research (CQR) to analyze…

Background: People with a learning disability experience challenges accessing primary health care services, including eye care services. Methods: Eye care needs of people with a learning disability, and how well they are met by existing services in England, were explored. Barriers and enablers to accessing these services were investigated. This…

Background: Parents of children with intellectual and neurodevelopmental disorders are a highly burdened group that faces additional challenges during the COVID-19 pandemic. Methods: In this study, parents of children with intellectual and neurodevelopmental disorders (N = 600) living in Canada participated in a cross-sectional online survey.…

The knowledge and attitudes of faculty and instructors greatly influence the experiences of all college students, including college students with ID. As the number of institutions of higher education enrolling students with ID grows, faculty and staff must be prepared to support the learning needs of all of these college students. We conducted…

Individualizing instruction is a time-consuming aspect of classroom practice. Testing multiple interventions, and monitoring each to see which is most effective for a student can be prohibitively time consuming. However, Brief Experimental Analysis (BEA) is an assessment procedure that can be used to quickly identify an intervention that is likely…

Differentiated instruction (DI) is an approach to learning that allows teachers to meet the unique needs of pupils in the classroom. This study aimed to explore the extent to which DI is implemented in learning to improve the science process skills (SPS) of Intellectually Disabilities (ID) pupils in inclusive primary school education. This…

This study investigates online learning provision for students with intellectual disabilities (SWID) that was offered by special educational settings during a coronavirus outbreak in Jordan, from the perspective of their mothers (n = 67). A qualitative phenomenological design was adopted through the use of semi-structured interviews. An inductive…

For over 50 years, providing relevant and individualized instruction for students with significant cognitive disabilities (SSCD) has challenged school systems because of the heterogeneity of the population and the complicated nature of their learning characteristics, warranting the implementation of specific instruction using targeted,…

A qualitative case study approach was employed to explore the perspectives of stakeholders affiliated with an inclusive postsecondary education (IPSE) program for students with Intellectual and Developmental Disabilities (I/DD) in the pacific northwestern United States. Utilizing Artiles' (2009) cultural-historical paradigm, three research…

The study examines issues related to achieving meaningful participation in class activities as an element of social inclusion of learners with cognitive disabilities aged 14-19 years that are enrolled in educational institutions (schools/centres) during COVID-19 in United Arab Emirates. The paper relied on a qualitative approach with 5 sessions of…

Postsecondary educational programs (PSEs) are increasingly an option for students with intellectual and developmental disabilities (IDD). This scoping review synthesized research to understand the impacts of these programs for students with IDD and for campus, and barriers to these programs across stages of engagement (exploration, participation,…