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Intellectual and Developmental Disabilities

journal
https://www.readbyqxmd.com/read/28181889/making-the-udl-framework-universal-implications-for-individuals-with-intellectual-disability
#1
Sean J Smith, K Alisa Lowrey
No abstract text is available yet for this article.
February 2017: Intellectual and Developmental Disabilities
https://www.readbyqxmd.com/read/28181888/use-of-a-udl-literacy-environment-by-middle-school-students-with-intellectual-and-developmental-disabilities
#2
Peggy Coyne, Miriam Evans, Joanne Karger
Universal Design for Learning (UDL) has been shown to have benefits for students with disabilities. However, little is known about its potential to support literacy for students with intellectual and developmental disabilities (IDD). This qualitative study explored (a) to what extent students with IDD are able to use Udio, an online UDL literacy environment; and (b) how students with IDD experienced and perceived Udio. A grounded theory approach was used to analyze classroom observations, as well as teacher and student interviews...
February 2017: Intellectual and Developmental Disabilities
https://www.readbyqxmd.com/read/28181887/applying-the-universal-design-for-learning-framework-for-individuals-with-intellectual-disability-the-future-must-be-now
#3
Sean J Smith, K Alisa Lowrey
The current research in Universal Design for Learning (UDL) for students with intellectual disability (ID) is briefly summarized and considered in light of the national goals presented by the American Association on Intellectual and Developmental Disabilities (AAIDD) in this article. Additionally, an action plan is provided for researchers and practitioners to extend knowledge on the implementation of the UDL framework inclusive of individuals with ID.
February 2017: Intellectual and Developmental Disabilities
https://www.readbyqxmd.com/read/28181886/udl-and-intellectual-disability-what-do-we-know-and-where-do-we-go
#4
Kavita Rao, Sean J Smith, K Alisa Lowrey
As an instructional design framework that can be used to design curriculum for students with and without disabilities, Universal Design for Learning (UDL) has the potential to support meaningful inclusion of students with intellectual disability (ID) in general educational settings. This article presents an overview of the existing set of research studies on UDL application for students with ID in PreK-12 settings. The current body of research illustrates that UDL is being applied to instructional activities for students with ID to examine a variety of interventions (e...
February 2017: Intellectual and Developmental Disabilities
https://www.readbyqxmd.com/read/28181885/a-closer-look-examining-teachers-language-around-udl-inclusive-classrooms-and-intellectual-disability
#5
K Alisa Lowrey, Aleksandra Hollingshead, Kathy Howery
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 general education teachers were reanalyzed to identify language used by teachers to refer to inclusive educational settings, the implementation of UDL, and learners with intellectual disability...
February 2017: Intellectual and Developmental Disabilities
https://www.readbyqxmd.com/read/28181884/implementing-a-udl-framework-a-study-of-current-personnel-preparation-practices
#6
LaRon A Scott, Colleen A Thoma, Lauren Puglia, Peter Temple, Allison D'Aguilar
Young adults with intellectual disability (ID) continue to experience the least successful postschool outcomes among transition-aged youth ( Sanford et al., 2011 ). Experts disagree on the most effective approach to improve outcomes such as employment, postsecondary education, and community living. In 2015, the National Goals Conference brought together educational researchers to set an agenda to guide the field in terms of research, practice, and policy ( Thoma, Cain, & Walther-Thomas, 2015 ). One of their recommendations, based on promising research and practices, urged the field to identify effective personnel preparation and professional development practices that ensure general and special educators can implement a UDL framework ( Thoma, Cain, et al...
February 2017: Intellectual and Developmental Disabilities
https://www.readbyqxmd.com/read/28181883/honoring-our-past-embracing-our-future
#7
James R Thompson
No abstract text is available yet for this article.
February 2017: Intellectual and Developmental Disabilities
https://www.readbyqxmd.com/read/28181882/res%C3%A3%C2%BAmenes-al-espa%C3%A3-ol
#8
(no author information available yet)
No abstract text is available yet for this article.
February 2017: Intellectual and Developmental Disabilities
https://www.readbyqxmd.com/read/28181881/r%C3%A3-sum%C3%A3-s-en-fran%C3%A3-ais
#9
(no author information available yet)
No abstract text is available yet for this article.
February 2017: Intellectual and Developmental Disabilities
https://www.readbyqxmd.com/read/27893318/sticks-stones-and-stigma-student-bystander-behavior-in-response-to-hearing-the-word-retard
#10
Avery B Albert, Holly E Jacobs, Gary N Siperstein
The present study explored the prevalence of the r-word in schools and students' bystander behavior in response to hearing the word. In total, 2,297 students from 12 high schools across the country participated in this study. Results revealed the r-word was used frequently among high school students, most often toward individuals without intellectual disability (ID). Students were more likely to take an active bystander role when hearing the r-word used toward students with ID than when hearing it used toward students without ID...
December 2016: Intellectual and Developmental Disabilities
https://www.readbyqxmd.com/read/27893317/the-relation-between-intellectual-functioning-and-adaptive-behavior-in-the-diagnosis-of-intellectual-disability
#11
Marc J Tassé, Ruth Luckasson, Robert L Schalock
Intellectual disability originates during the developmental period and is characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. In this article, we present a brief history of the diagnostic criteria of intellectual disability for both the DSM-5 and AAIDD. The article also (a) provides an update of the understanding of adaptive behavior, (b) dispels two thinking errors regarding mistaken temporal or causal link between intellectual functioning and adaptive behavior, (c) explains that there is a strong correlational, but no causative, relation between intellectual functioning and adaptive behavior, and (d) asserts that once a question of determining intellectual disability is raised, both intellectual functioning and adaptive behavior are assessed and considered jointly and weighed equally in the diagnosis of intellectual disability...
December 2016: Intellectual and Developmental Disabilities
https://www.readbyqxmd.com/read/27893316/is-it-worth-it-benefits-in-research-with-adults-with-intellectual-disability
#12
Katherine E McDonald, Nicole E Conroy, Robert S Olick
Including adults with intellectual disability in research promotes direct benefits to participants and larger societal benefits. Stakeholders may have different views of what count as benefits and their importance. We compared views on benefits in research with adults with intellectual disability among adults with intellectual disability, family and friends, service providers, researchers, and institutional review board members. We found that adults with intellectual disability value direct and indirect research benefits, and want to participate in research that offers them...
December 2016: Intellectual and Developmental Disabilities
https://www.readbyqxmd.com/read/27893315/presidential-address-2016-re-membering-the-gifts-of-professional
#13
Bill Gaventa
No abstract text is available yet for this article.
December 2016: Intellectual and Developmental Disabilities
https://www.readbyqxmd.com/read/27893314/r%C3%A3-sum%C3%A3-s-en-fran%C3%A3-ais
#14
(no author information available yet)
No abstract text is available yet for this article.
December 2016: Intellectual and Developmental Disabilities
https://www.readbyqxmd.com/read/27893313/issues-in-the-medication-management-process-in-people-who-have-intellectual-and-developmental-disabilities-a-qualitative-study-of-the-caregivers-perspective
#15
Steven R Erickson, Teresa M Salgado, Xi Tan
People who have intellectual and developmental disabilities (IDD) often rely on caregivers to assist in the medication management process. The aim of this study was to learn from caregivers, who are either family or support staff, what major issues arise throughout the process of managing medication and how these might be addressed. Problems identified by caregivers include (a) prescribers understanding of insurance and agency policies regarding medication utilization; (b) lack of continuity of care and accuracy of the medication record as well as clinical records;...
December 2016: Intellectual and Developmental Disabilities
https://www.readbyqxmd.com/read/27893312/res%C3%A3%C2%BAmenes-al-espa%C3%A3-ol
#16
(no author information available yet)
No abstract text is available yet for this article.
December 2016: Intellectual and Developmental Disabilities
https://www.readbyqxmd.com/read/27893311/more-job-services-better-employment-outcomes-increasing-job-attainment-for-people-with-idd
#17
Derek Nord
Job search, job placement, and on-the-job supports are valuable services provided to many people with intellectual and developmental disabilities (IDD) to obtain work in the community. Investigating those who were unemployed at the time of service entry, this study seeks to extend understanding about the effect of services. Using extant data, a sample of 39,277 people with IDD using Vocational Rehabilitation services were studied to understand the potential cumulative effects of these job-related services and individual characteristics on job attainment...
December 2016: Intellectual and Developmental Disabilities
https://www.readbyqxmd.com/read/27893310/participation-and-intellectual-disability-a-review-of-the-literature
#18
Evan E Dean, Kim W Fisher, Karrie A Shogren, Michael L Wehmeyer
Participation is a central aspect of human functioning and a key focus of research and practice in the intellectual disability field. However, there is not an accepted definition of participation that guides research and practice. To inform the development of a definition, a scoping review of the intellectual disability literature from 2001-2015 was conducted. Findings suggest that existing research rarely uses definitions of participation, but does examine participation across multiple domains and addresses issues of access and inclusion...
December 2016: Intellectual and Developmental Disabilities
https://www.readbyqxmd.com/read/27673740/erratum
#19
(no author information available yet)
No abstract text is available yet for this article.
October 2016: Intellectual and Developmental Disabilities
https://www.readbyqxmd.com/read/27673739/res%C3%A3%C2%BAmenes-al-espa%C3%A3-ol
#20
(no author information available yet)
No abstract text is available yet for this article.
October 2016: Intellectual and Developmental Disabilities
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