Discussion questions

Required readings:

Bennett, S., Specht, J., Somma, M., White, R. (2020). Navigating school interactions: Parents of students with intellectual disabilities speak out. Current Developmental Disorders Reports, 7, 149–154. https://doi.org/10.1007/s40474-020-00203-z

Brock, M.E. (2018). Trends in the educational placement of students with intellectual disability in the United States over the past 40 Years. American Journal on Intellectual and Developmental Disability, 123 (4): 305–314. doi: https://doi.org/10.1352/1944-7558-123.4.305

Recommended readings:

Brock, M.E., Biggs, E.E., Carter, E.W., Cattey, G.N., & Raley, K.S. (2016). Implementation and generalization of peer support arrangements for students with severe disabilities in inclusive classrooms. The Journal of Special Education, 49(4), 221-232. https://doi.org/10.1177/0022466915594368

Cohen, A., Demchak, M. (2018). Use of visual supports to increase task independence in students with servere disabilities in inclusive educational settings. Education and Training in Autism and Developmental Disabilities, 53(1), 84-99. https://search.library.utoronto.ca/details?8389251

Lory, C., Mason, R.A., Davis, J.L., Wang, D., Kim, S.Y., Gregori, E., & David, M. (2020). A meta-analysis of challenging behavior interventions for students with developmental disabilities in inclusive school settings. Journal of Autism and Developmental Disorders.

Question 1

After analyzing the intellectual disability diagnostic criteria and the educational placement trends indicated in the readings, how do you believe the criteria influence the educational experiences of students with intellectual disabilities in the United States? Are there any possible benefits or drawbacks to employing these criteria for educational planning and support?

Question 2

Bennett et al.’s article focuses on the perspectives of parents of students with intellectual disabilities in school interactions. How can these parents’ experiences and viewpoints shed light on the problems and potential of inclusive education? How can schools and instructors effectively interact with parents to serve these youngsters’ educational needs?

Question 3

The recommended books cover a variety of ways to improve the educational experience of students with severe impairments in inclusive classrooms, such as peer support arrangements and the use of visual assistance. What evidence-based methods do you believe are most helpful in increasing the inclusion and success of students with intellectual and developmental impairments in mainstream educational settings, based on the data presented? How can instructors ensure that these behaviors are generalized and sustained?