As individuals with intellectual or developmental disabilities (IDD) mature, it is important to train them not only in functional/vocational skills, but also to continue to develop their literacy skills. There is little conclusive information regarding what facilitates reading comprehension in this population. Some previous research indicates that…

Background: Soccer is the world's most popular sport. The present authors evaluated the effect of the Game of Life (GOL) soccer initiative on soccer skills, fitness and mobility of adults with intellectual disability (ID) and autism spectrum disorder (ASD). Methods: The programme is comprised of once-weekly sessions. Outcomes: soccer skills,…

A popular technology-based intervention is video-based instruction (VBI). VBI is known to be effective in teaching various skills to individuals with intellectual disability. Although many researchers have taught this population various skills using video modeling and/or prompting, none have conducted a literature review for this population. The…

Introduction: Studies regarding the use of support services for persons with a dual diagnosis of intellectual disability and psychopathology are scarce; even fewer have focused on children and young adults. The aim of the present study, conducted in Israel, was to compare the use of support services and their perceived effectiveness by families of…

Inclusion of students with the most significant cognitive disabilities is a complex topic in special education. This study, conducted in a typical junior high school setting, examined the use of peer tutors to support three students with the most significant cognitive disabilities in a general education teen living classroom. Using a…

To address health disparities of adults with intellectual disability (ID), the Kansas Disability and Health Program developed the "Stoplight Healthy Living" program to promote good nutrition and increased physical activity. The program is based in part on the Stoplight Diet, which uses a color-coded system to teach healthy food choices.…

Background: Research suggests that, in spite of legislation, the process of transition from school is problematic for most young people with disabilities. Best practices in transition emphasise the importance of providing personalised transition supports. This study, which took place in Ireland, aimed to explore the application of social role…

Aim and Objectives: Although inclusive education of children with intellectual disability is currently an accepted practice, it is often challenged by negative attitude of schoolteachers. We undertook two surveillance studies aimed at Study A - identifying knowledge and teachers' attitudes towards children with intellectual disability and…

Social and communication skills of individuals with intellectual disabilities are limited. It is important to support children who are affected from an early age by the insufficiency in terms of social cohesion and social skills. Social skills deficiencies lead to failure in academic skills and it is known that academic success and social skills…

Background: Little progress has been made towards community participation of people with intellectual disability despite it being a policy aim since the 1980s. We aimed to identify the features of programmes designed to support community participation. Method: A scoping review was conducted of peer-reviewed literature between 2000 and 2015, about…

Background: The review examined the effectiveness of Active Support (RQ1) and stakeholders' experiences of the model (RQ2). Method: Data were meta-analysed (RQ1; studies = 14) and synthesized narratively (RQ2; studies = 10). Results: By follow-up (6 months post-training), effect sizes (RQ1) for resident total activity engagement were significant…

This is a brief overview of the complete findings shared in the Annual Report of the Cohort 3 TPSID Model Demonstration Projects (Year 2, 2021-2022). Information is provided about the TPSID (Transition and Postsecondary Programs for Students with Intellectual Disability) projects including program characteristics, student characteristics,…

Background: This article reports research about the experiences of families with an adult child with intellectual disability as they engaged in the NDIS planning processes in Australia. Method: Parents of 19 adults with intellectual disability responded to a number of closed and Likert-type items and provided comments. Responses are reported using…

In this single-case experimental design study, eight adolescents with mild intellectual disability (ID) participated in a 3-month intervention with the Self-Determined Learning Model of Instruction. Findings indicate that student-directed learning may enable students with ID to increase their academic achievements, and the authors explore how this…

The attitudes of parents involved in the process of inclusion are of paramount importance. The aim of this study was to examine parents' attitudes towards the constructs associated with pre-school inclusion with two goals, which were related to construct dimensions and differences in parents' attitudes regarding whether or not they have a child…