This qualitative phenomenological study focused on determining and describing teachers' lived experiences in implementing inclusion for students with significant cognitive disabilities. Inclusion as an educational practice entails that special education students are provided access to the general education curriculum. While progress has been noted…

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…

Research indicates that students with intellectual disability (ID) frequently engage in off-task and disruptive behaviors, which may lead to the exclusion of these students from general education classrooms and school dropouts. In the current study, researchers implemented self-monitoring to improve the on-task behaviors of four participants with…

In a person-centred approach, this study investigated profiles of inclusive teachers' beliefs about teaching students with intellectual and developmental disabilities (IDD) and their relations to teacher efficacy for inclusive practice. Eight hundred eighty-seven inclusive teachers in China responded to the Inclusive Teachers' Beliefs…

This transcendental phenomenology study examined two schools, one comprehensive elementary school and one segregated special education center, as they transitioned to become one school to create more inclusive spaces for students with extensive support needs (i.e., intellectual and developmental disabilities). The transition occurred over a…

Modern technology progresses at an incredibly fast pace. With personal computers, mobile phones, tablets, and the Internet, technology is used in all spheres, affecting our daily lives greatly. Educational games are also taking advantage of the technological process, for example, many useful apps are available for children. Gaming and educational…

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…

Expository writing (EW) is crucial for the literacy development of students with intellectual disabilities (ID) in inclusive classrooms. Students with ID, however, struggle with EW due to problems with generating, organizing, and producing text. Similarly, teachers of students with ID face challenges with employing the appropriate instructional…

This study investigated the differences between the mathematical profiles of primary school pupils with intellectual disabilities (ID) enrolled in inclusive classrooms and those enrolled in special schools. It also considered whether the instructional setting has an impact on mathematical achievement gain. The mathematical achievement of 100…

Special education placement is a debate among parents, educators, and policymakers. The Least Restrictive Environment (LRE) is a federal law that provides a guiding principle to assist the Individualized Education Plan (IEP) team with guidance when considering placement for a student with an exceptionality. Student placement decisions affect…

Little is known about inclusive teachers' belief systems about teaching students with mild, moderate, or severe intellectual disabilities across different subjects (e.g. language arts, math, science, PE, art, and music) in less developed countries. To address this gap, this study aims to understand inclusive teachers' belief systems about teaching…

Successful inclusion is dependent upon teachers implementing classroom adaptations. Teacher beliefs can be expected to play a key role in their decision to make such adaptations. Using a cross-sectional survey, the purpose of the study was to examine mainstream school teachers' explicit and implicit attitudes, self-efficacy and intentions towards…

The present study sought to determine if systematically teaching the use of visual supports to three students identified as having moderate to severe disabilities resulted in improved task completion and independence in general education settings. For each participant, a visual support system delineated a multi-step task, which prior to the…

Students with intellectual developmental disability (IDD) may have impairments in conceptual, social, and daily life areas that will require support when these students are included in mainstream settings. In order to examine the facilitators and impediments involved in inclusion of students with IDD in regular schools in Israel, we interviewed…

Background: This study evaluated the impact of a structured 10-didactic units intervention on promoting the school inclusion of elementary school students with intellectual disability (ID). Method: The intervention was devised for 152 Italian typically developing (TD) elementary school students that were randomly assigned to the experimental (EG)…