In this study, the difference between fine motor skills and attention levels of children with mild intellectual disabilities (MID) who get education in inclusive classrooms and special education schools and the relationship between fine motor skills and attention levels were analysed. A total of 176 children with MID between the ages of 9-14, who…

Background: Reciprocal relationships exist between motor competencies, physical activity and self-concept. Aims: Using a structural equation model, this study examined whether these relationships also appear in children with intellectual disabilities, how they can be validly measured, and if there are differences between children with and without…

The United States (U.S.) Department of Education reports that the range for all students with disabilities included for at least 80% of the day in the general education classroom in different states is between 83.6% and 36.9%. Such a range also exists for individual disability groups. While other studies have noted these differences, none have…

The Research in the field of mental health and educational needs of children with intellectual disabilities has increased over the years. However, the focus on milder disabilities such as mild intellectual disability and borderline intellectual functioning (MBID; intelligence quotient: 50-85) is still limited. The current study aimed at…

Teacher self-efficacy plays a key role in the successful inclusion of children with intellectual disabilities in mainstream schools. But what influences self-efficacy and how can we support its growth? Drawing on Social Cognitive Theory, the study examined teachers' mastery experiences, perceptions of the school environment, self-efficacy and…

The purpose of this study was to examine the language teachers used to discuss inclusion, Universal Design for Learning (UDL), and learners with intellectual disability (ID) in an effort to better understand how teachers describe the relationship between those three. Utilizing a secondary analysis procedure, interview transcripts from seven…

Educators and social workers are essential to promote the social and digital inclusion of people with intellectual disability. Their perceptions about Internet use by people with intellectual disability may lead to prejudices that can hinder the opportunity of this group to get equal and meaningful access to the virtual arena. To identify…

Little is known about the working conditions for Swedish special educators who teach students with an intellectual disability. Consequently, the overall aim of this research is to describe special educators' job satisfaction, self-efficacy, and work absenteeism in Swedish special needs comprehensive schools (Grundsärskolan). We surveyed 148…

Mental illness, and its assessment and treatment, is a concern for caregivers and professionals working with people with intellectual disability (ID), as well as a cause of distress and disability for people with ID. Research in this area is hindered by difficulties associated with recognizing symptoms of mental illness and tracking their changes.…

The critical component that allow the students with disabilities to be effectively included into the general education setting are of concern. Objectives: This research explored the factors relating to the effective inclusion of junior high school students with moderate intellectual disability (ID). Methods: The study was based on a survey of 74…