Community-based music and dance programs can foster social engagement, self-expression, and inclusion for young adults with intellectual and developmental disabilities (IDDs). Yet, little research has examined participatory approaches that highlight the voices and experiences of people with IDDs in natural community settings. This study explores how such interventions support social connection, emotional expression, and group cohesion through participatory observation and qualitative analysis. The musical program was implemented in a community-based center and included weekly group sessions combining structured song learning and improvisational dance. Data were collected through participatory observation, reflective field notes, and interviews with participants and staff. A reflective thematic analysis approach was used to identify patterns in engagement and meaning-making. Data analysis yielded four overarching outcome domains: language development, emotional expression and self-confidence, physical functioning, and social engagement and collaboration. Participatory music and dance programs hold promise for enhancing inclusion and well-being in community settings for young adults with IDDs. Implications for practice include flexible facilitation, responsiveness to participants’ preferences, and valuing co-created musical experiences.
This study evaluated the effectiveness of video modeling and prompting strategies on teaching weight measurement skills to three elementary students with intellectual and hearing disabilities. The intervention included a 3-min instructional video and task analysis, followed by group instruction. Students demonstrated clear improvements in skill acquisition and accuracy, with sustained results during the probe phase. Social validity evaluations indicated positive feedback from the teachers, supporting the practicality of the intervention. However, the limitations include a small sample size and the need for prerequisite skill assessments. This study demonstrates the feasibility of combining video modeling and prompting strategies to teach practical mathematics skills in special education settings.
Students with complex communication needs (CCN) are guaranteed the right to a free and appropriate public education as well as the supports necessary to make progress in the general education curriculum. However, students with CCN are at risk of not receiving the support needed to fully participate in academic instruction. The purpose of this study was to investigate the academic experiences of students with CCN to understand how they participated in instruction and the supports educators implemented for them. We observed students with CCN across the United States and collected student and teacher demographic information from their educators. Sixty-nine students with CCN were included in the present analysis. Communication supports were infrequently implemented in all four educational placements, and 26% of students with CCN in our sample did not use speech, sign, symbols, or a speech-generating device and relied on gestures and/or vocalizations. Few students in segregated classrooms had access to speech-generating devices, and communication supports were only observed to be implemented in these settings during 12%-16% of observations. Implications for research are presented from the perspective of increasing the use of research-based supports for students with CCN to support their academic progress.
The sudden global closure of schools due to the COVID-19 pandemic created an urgent need for quality distance learning options for students with autism spectrum disorder (ASD). The purpose of this study was to explore asynchronous implementation of Modified Schema-based Instruction (MSBI), established evidence-based practice, through caregiver-assisted video-based instruction for secondary students with ASD. An embedded experimental mixed-methods design was used to evaluate both quantitative effects on and qualitative indicators of problem solving. Visual analysis of quantitative data indicated five clear demonstrations of effect and one weak demonstration of effect across tiers, supported by two estimates of effect size. Qualitative analysis of recorded sessions revealed changes in students’ frustration, confidence, and use of effective mathematical practices, which corresponded with the magnitude of intervention effects. Integration of both data sets through a joint display strengthened interpretation of findings and identified contextual and affective factors that may have influenced variability in outcomes.
Involving people with disabilities (researchers with lived experience of disabilities) as members of research teams enhances the relevance of findings; however, existing research provides limited guidance on how to provide inclusive training on qualitative research methods. This brief report provides lessons learned from an inclusive research training focused on conducting qualitative interviews. The training was co-developed through a partnership between university-based researchers and a community-based organization supporting people with disabilities. Two individuals with moderate intellectual or developmental disabilities participated in the training. Following the training and interviews, five debrief sessions were held with all team members to reflect on the training process. Sessions were recorded, transcribed, and thematically analyzed to identify lessons learned. Findings highlight lessons learned before, during, and after the training: (a) ongoing collaboration and clear role-setting with the community partner, (b) providing accessible training materials, (c) establishing trust, (d) including a facilitator, (e) creating space for practice, (f) soliciting ongoing input, (g) finding supportive systems, and (h) conducting pilot tests. Successful inclusive research requires adequate time for practice, trust-building between team members, opportunities for feedback, and developing supportive systems.
Children with medical complexities (CMC) constitute a distinct population who experience chronic health conditions and require significant health care utilization. Despite modern advancements in medical technology enhancing their survival rates, CMC and their families encounter substantial hurdles in accessing appropriate health care and educational services. This study investigated CMC and caregiver experiences in educational settings and the impact of the COVID-19 pandemic on this population. We used an explanatory sequential mixed method investigation, consisting of online surveys ( n = 149) and semi-structured interviews ( n = 26). Descriptive and inferential analytic analyses were conducted for the quantitative data, while we utilized thematic and content analysis techniques for the qualitative data. Findings underscore the significance of caregiver advocacy and the need for collaborative care coordination to support students’ educational needs. Our study sheds light on the multifaceted nature of education for CMC, emphasizing the crucial role of caregivers in advocating for inclusive education and collaborative partnerships between educational and medical systems. Insights gleaned from caregiver suggestions offer pathways for enhancing educational outcomes and improving the integration of health care into educational settings. This research contributes to ongoing efforts to address the unique needs of CMC and improve educational equity for this vulnerable population.
Comprehensive Transition and Postsecondary (CTP) programs aim to support employment, independent living, and social engagement for young adults with intellectual disabilities. This study explored how alumni described their post-program outcomes and which program features they viewed as most influential. Using a qualitative descriptive approach, we conducted one semi-structured focus group with eight alumni from three graduating cohorts of ELEVATE, a 2-year university-based CTP, with time since graduation ranging from weeks to over 2 years. Data sources included the focus group transcript, facilitator field notes, and de-identified program follow-up records used to summarize cohort-level outcome indicators (e.g., employment status and living arrangements) when available. We analyzed qualitative data using codebook thematic analysis and used descriptive program indicators to contextualize alumni narratives. We identified three themes: (a) workforce preparation through internships, job-readiness instruction, and application practice; (b) increased independence in daily routines and self-advocacy supported by structured planning and coaching; and (c) expanded social participation linked to campus engagement expectations and access to peers and community activities. Findings suggest that CTP programs may strengthen adult outcomes when they combine structured work experiences, explicit self-determination supports, and intentional opportunities for social connection, alongside consistent alumni outcome tracking.
Multilingual learners with significant disabilities who use augmentative and alternative communication (AAC) are often excluded from literacy instruction, in part because educators report limited preparation for addressing their complex and intersecting needs. This qualitative study investigated how participation in a yearlong school-based professional learning community (PLC) influenced the practices and perspectives of educators working with this underserved population. Fourteen educators including teachers, paraeducators, speech-language pathologists, administrators, and support staff participated in a yearlong PLC facilitated collaboratively by school leaders and a university team. Data sources for the current analysis included transcripts of PLC meetings and written reflection questionnaires, which were explored using reflexive thematic analysis. Findings showed that participation in the PLC might have acted as a catalyst for changes in professional practices, leading educators to integrate students' home languages, cultural knowledge, and family input into emergent literacy instruction. Participants reported increased confidence in adapting literacy activities for their multilingual learners, designing culturally responsive instruction, and collaborating with families as partners in learning. This study highlights the potential of PLCs as a professional development model to foster culturally and linguistically responsive practices, build family-school partnerships, and expand participation in literacy for multilingual learners who use AAC.
The Individualized Education Program (IEP) is a foundational tool for supporting the educational, social, and developmental progress of students with disabilities. Using a relational quantitative research design, this study examined the quality of 487 IEPs developed for students with autism spectrum disorder (ASD; n = 214) and intellectual disability (ID; n = 273) in Turkey. IEPs were sourced from 193 teachers across 19 special and general education schools. A total of 487 IEPs were analyzed using the Individualized Education Program Quality Assessment Scale. Descriptive and inferential analyses were conducted to determine differences based on student and teacher characteristics. Results indicated that the overall quality of IEPs was moderately low. Significant relationships were found between IEP quality and both student age and teacher age, although these associations were small in magnitude. IEPs developed for students with ASD were of higher quality than those for students with ID, and quality declined as the severity of disability increased. IEPs written by certified teachers were rated higher in quality than those written by special education program graduates. These findings highlight the need to strengthen teacher preparation and professional development programs to ensure that educators are equipped with both specialized and developmental knowledge to create high-quality, individualized plans.
Paraprofessionals are often responsible for providing job coachingfor students with extensive support needs (ESN) during community-based work experiences (CBWEs). Little is known about how paraprofessionals engage in job coaching and the practices they utilize to help students with ESN gain work skills during CBWEs. The purpose of this exploratory qualitative study was to understand how paraprofessionals support students with ESN during CBWEs. Five paraprofessionals were each observed three times at a community worksite and participated in pre-and post-observation interviews. Inductive qualitative analysis using constant comparative methods was used to analyze observation field notes and supporting interview transcripts. Paraprofessional job coaches primarily supported students during CBWEs by (a) using instructional strategies, (b) promoting independence and efficiency, (c) helping students meet social/ behavioral demands, and (d) providing supplementary supports. Findings have practical implications for schools' preparation and training of paraprofessional job coaches for CBWEs.
Research indicates that community-based instruction (CBI) for students with extensive support needs (ESN) leads to positive outcomes such as greater access to goods and services, opportunities for inclusive experiences, and an increased sense of belonging and self-determination. On the contrary, CBI is not consistently and systematically implemented with students with ESN of all ages across settings and skill domains. To address this need, we conducted a single-case, a multiple probe across skills design replicated across participants to evaluate the effects of an intervention package comprised of video modeling, visual supports, and the system of least prompts to teach leisure skills to two young adults, ages 21-22 years, with ESN in community settings. The intervention package also included components of goal setting, collaboration with family members and school professionals, and typically developing peers as intervention agents. The community-based intervention package was effective for both participants, who also demonstrated generalization and maintenance of the leisure skills. Social validity measures indicated all participants felt the leisure skills were relevant and valuable. We describe implications for practice and directions for future research related to CBI to promote inclusion and access to community settings for young adults with ESN.
Labels used to describe people with disabilities have social and educational implications. Replication of scientific findings as well as the aggregation of meaningful research findings (e.g., meta-analysis) require detailed, relevant, and meaningful participant descriptions. Thus, we make the case that participant labels also carry scientific implications and researchers should choose based upon clear guidelines such that the label or descriptor will convey the same information to all who use it. For example, we analyze the term "extensive support needs" (ESN) and the scientific implications of this label. We describe the various ways researchers define ESN and the limitations of these existing definitions. Specifically, we discuss external validity, replication, and international dissemination concerns. Finally, we recommend ways researchers with people with intellectual disability can report participants that remedy these concerns.
This preliminary study developed and implemented a survey examining special education faculty's beliefs, perceptions, and self-efficacy regarding inclusive education for students with mild-to-moderate support needs (MMSN) and extensive support needs (ESN). Ten faculty members from a special education department in Hawai'i were surveyed. Results revealed strong support for inclusive practices but highlighted disparities in confidence and perceptions when considering students with ESN. Faculty reported lower confidence in adapting content standards and implementing Individualized Education Program goals for students with ESN in inclusive settings. Qualitative data identified teacher training, leadership support, and systemic structures as key factors influencing inclusive education. The study underscores the need for targeted professional development for faculty, especially in supporting students with ESN, and emphasizes addressing systemic barriers and providing comprehensive field experiences for preservice teachers. These findings have important implications for enhancing special education teacher preparation programs to better equip graduates to support all students in inclusive educational environments.
We explored whether inquiry-based science teaching could be extended to multigrade group-based instruction for five students with intellectual disability, including one student with autism and complex communication needs (i.e., augmentative and alternative communication [AAC] user), in a self-contained special education classroom. All students received three types of teaching methods: general teaching, inquiry-based instruction, and inquiry-based instruction combined with an electronic AAC system for the AAC user. We employed a mixed-methods, two-phase explanatory-sequential design. In Phase 1, we analyzed all students' science learning using a nonexperimental, repeated time series design. All students, except the AAC user, achieved mastery on science unit assessments during the inquiry-based instruction with or without embedded electronic AAC. In Phase 2, we conducted a case study to explore the AAC user's communicative participation during group science lessons to determine potential reasons for his lack of mastery. Results from Phase 2 showed improved on-topic responses through AAC during the inquiry-based instruction with embedded electronic AAC, but the AAC user's participation was limited to factual questions. Incomplete participation in inquiry steps could have contributed to the lack of mastery in unit assessments for the AAC user. Discussion of study contributions, limitations, and implications for research and practice is included.
Although schools are charged with equipping students with disabilities for post-school employment long before graduation, little is known about the work-related preparation of secondary students with extensive support needs. This study examines parent and educator perspectives on the employment preparation, employment skills, and employment barriers of 42 students with extensive support needs who were in their final year of high school. Overall, most students lacked prior hands-on work experiences. Educators and parents varied widely in their views of how well-prepared students were for the world of work, the ways in which they described student work experiences, and their perceived barriers to employment. In particular, parents were often unaware of the career-related services their students had received. We offer implications for research and practice related to expanding school-based services to more explicitly connect these students to paid work prior to graduation and empowering parents throughout their pursuits.
This scoping review synthesized existing literature to identify knowledge gaps, inform policy and practice, and guide future research on people with disabilities in war settings. Following PRISMA guidelines, 18 articles were included after a systematic screening of studies retrieved from electronic databases, including PsycNET, PubMed, and Social Services Abstract. A thematic analysis using the International Classification of Functioning, Disability and Health (ICF) model revealed significant challenges faced by individuals with disabilities during conflicts, such as heightened emotional distress. War exacerbates dependency on others and on technological aids during emergencies, a situation worsened by inaccessible environments and limited access to information. People with disabilities encounter physical barriers, lack essential services, require knowledge, benefit from psychosocial support, rely on civil society organizations, and must navigate policy challenges. By employing the ICF model and drawing on insights from the conservation of resources theory, this study highlights the dire circumstances of individuals with disabilities in conflict settings. The findings underscore the need for inclusive crisis response policies, accessible infrastructure, continuity of medical and rehabilitation services, trauma-informed care, and dedicated budget allocation for disability rights initiatives.
Despite extensive research demonstrating the positive effects of inclusive education for students with extensive support needs (ESN), rates of full inclusion for this population remain low. Key components of successful inclusion include leadership that is committed to inclusive pedagogy and a shared vision by school personnel, families, and community members. However, the extent to which these components are fostered and maintained in schools and districts remains uneven and a challenge. To learn from an affirming example, this qualitative study examined definitions of inclusion by families ( n = 11) and school personnel ( n = 11) at Tomorrow’s Leadership Collaborative, a public charter school (PK–6) whose mission is full, equitable inclusion for all, including those with ESN, multilingual learners, and those with multiply-marginalized identities. Data were collected through semi-structured interviews, and the inductive thematic analysis focused specifically on participants’ definitions of inclusion. Using Danforth and Naraian’s Foundational Priorities for Inclusive Education as a framework for authentic inclusion, the findings demonstrate a streamlined, viable vision for inclusive pedagogy, environments, values, and belongingness for all learners. Participants conveyed a shared vision for inclusion that was contextually broader than technical definitions focusing only on disability and placement. Implications for systems and policy change regarding inclusion of students with ESN are discussed.
