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Comparative Study
Journal Article
Enhancing classroom participation of students with intellectual and developmental disabilities.
BACKGROUND: Students with intellectual and developmental disabilities (IDD) have been found to participate less in school-based activities.
PURPOSE: This study aimed to examine the effectiveness of a combined in-service and collaborative consultation intervention model for enhancing classroom participation of students with IDD.
METHOD: The Collaborative Consultation for Participation of Students With IDD (Co-PID) program involved a multidisciplinary team (an occupational therapist and 17 teachers) as well as 35 students and was compared to an in-service program (20 teachers and 34 students). Students were 8 to 20 years old. The programs aimed to enhance three classroom participation components: communicating, choosing, and initiating.
FINDINGS: The Co-PID was found to significantly improve students' participation in all areas, whereas the participation of the students in the in-service group decreased.
IMPLICATIONS: A school-based multidisciplinary intervention program for students with IDD, combining in-service and collaborative consultation (e.g., Co-PID), may assist in enhancing classroom participation among students with IDD.
PURPOSE: This study aimed to examine the effectiveness of a combined in-service and collaborative consultation intervention model for enhancing classroom participation of students with IDD.
METHOD: The Collaborative Consultation for Participation of Students With IDD (Co-PID) program involved a multidisciplinary team (an occupational therapist and 17 teachers) as well as 35 students and was compared to an in-service program (20 teachers and 34 students). Students were 8 to 20 years old. The programs aimed to enhance three classroom participation components: communicating, choosing, and initiating.
FINDINGS: The Co-PID was found to significantly improve students' participation in all areas, whereas the participation of the students in the in-service group decreased.
IMPLICATIONS: A school-based multidisciplinary intervention program for students with IDD, combining in-service and collaborative consultation (e.g., Co-PID), may assist in enhancing classroom participation among students with IDD.
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