Changes in the Primary Diagnosis of Students With Intellectual or Developmental Disabilities Ages 6 to 21 Receiving Special Education Services 1999 to 2008

Characteristics and Needs of People With Intellectual Disability Who Have Higher IQs

Enhancing Language Services to Native American Children: A Look From the Inside

Changes in the Number of People With Intellectual or Developmental Disabilities Living in Homes They Own or Rent Between 1998 and 2007

The Impact of COVID-19 on Individuals With Intellectual and Developmental Disabilities: Clinical and Scientific Priorities.

Purpose: This study aimed to estimate the number of students eligible for special education and the required number of special education teachers in South Korea from 2024 to 2033. Method: The study employed ARIMA time series analysis using data on special education students from 2014 to 2023. Two scenarios were presented: one excluding and the other including the projected decline in the school-age population. Results: The number of special education students is expected to increase to 142,371 by 2033 without considering the school-age population decline, and to 136,671 when the decline is accounted for. This represents an annual increase of approximately 2,500 to 2,800 students. By school level, the number of students is projected to grow in the infant, kindergarten, elementary, middle school, and specialized vocational education levels, while declining in high schools. By disability type, the number of students with intellectual disabilities, autism spectrum disorder, communication disorders, and developmental delays is expected to increase annually. In contrast, those with visual, hearing, physical, emotional/behavioral, and learning disabilities are expected to decline, while the number of students with health impairments is likely to remain stable. Based on the legal requirement of one special education teacher per four students, the demand for special education teachers in public and private schools is estimated at 35,595 by 2033 without considering the school-age population decline, and 34,170 when the decline is included. This necessitates an additional 626 to 704 teachers annually. Conclusions: The steady increase in the number of special education students highlights the importance of proactive teacher workforce planning.

Editorial: Introduction to Special Section on Evidence-Based Practices for Persons With Intellectual and Developmental Disabilities

There is considerable and intense discussion in the field of intellectual disability/mental retardation about the construct of disability, how intellectual disability fits within the general construct of disability, and the use of the term intellectual disability (Glidden, 2006; Greenspan, 2006; MacMillan, Siperstein, & Leffert, 2006; Schalock & Luckasson, 2004; Switzky & Greenspan, 2006b). This discussion is occurring within the context of competing world views of the philosophical and epistemological underpinnings of the conceptions of intellectual disability/mental retardation (Switzky & Greenspan, 2006a). Increasingly, the term intellectual disability is being used instead of mental retardation. This transition in terminology is exemplified by organization names (e.g., the American Association on Intellectual and Developmental Disabilities—AAIDD, International Association for the Scientific Study of Intellectual Disabilities, President’s Committee for People With Intellectual Disabilities), journal titles, and published research (Parmenter, 2004; Schroeder, Gertz, & Velazquez, 2002). A number of questions have emerged with the increased use of the term intellectual disability:

The ABLE-TO-INCLUDE is a European CIP project that seeks to improve the lives of people with intellectual or developmental disabilities (IDD) and similar conditions. In order to be included in today's society it is becoming increasingly important to be able to use the current available technological tools. The number of apps is growing exponentially but very few are really accessible to people with IDD. Accessibility is usually a missing variable of the equation, and when present is usually directed towards user with a sensory disability, such as visual or listening impairment. This scenario derives in a social breach that excludes people with IDD from the information society. In order to palliate this situation, the ABLE-TO-INLCUDE project creates a context aware accessibility layer based in developed components that, by being integrated with existent and future ICT tools (especially with mobile apps) can improve daily tasks of people with IDD and help them interact with the information society. The integration of this accessibility layer with existent ICT tools will be demonstrated in 3 different pilots in Spain, Belgium and UK, in 3 different usage scenarios (leisure within the information society, mobility and labour integration). In this paper, we focus on the mobility pilot in Belgium. This pilot builds on the research that led to the development of the Viamigo toolkit. This is composed of apps that monitors people on the move, evaluates their position against the expected path and alerts caretakers or coaches when unexpected events occur. The benefits of such a toolkit are discussed. Vulnerable people use Viamigo. The organisations, parents and caretakers are often not very familiar with the use of technology. The design and modeling of Viamigo is therefore much depending on users expectations and acceptance of the technology. This paper will report on methods and results of the human-centered approach walked hand in hand with the development cycle. This paper also reports on interactions with the different stakeholders, the technological choices that resulted from this and the architecture that is put in place to support these choices. The Viamigo project is used as an interdisciplinary platform that brings together students from engineering, social science and occupational therapy. They contribute to the research from different perspectives and collaborate over the borders of their own study field. Finally, we discuss the future development, based on user experiences and technological opportunities.

Intellectual or developmental disabilities and curative female breast cancer treatment: A population-based retrospective cohort study

Investigating inequalities in cancer staging and survival for adults with intellectual or developmental disabilities and cancer: A population-based study in Manitoba, Canada

Diagnostic Manual–Intellectual Disability: A Textbook of Diagnosis of Mental Disorders in Persons With Intellectual Disability, by R. Fletcher, E. Loschen, C. Stavrakaki, and M. First

Presidential Address, 2022-Dismantling Systemic Barriers: Re-Envisioning Equity and Inclusion.

Speeded Matching (SpM) is a new processing speed match-to-sample test within the NIH Toolbox Cognitive Battery. It was designed to developmentally extend feasibility to younger children or individuals with intellectual or developmental disabilities (IDD). SpM reduces cognitive demands to tapping an identical match as opposed to judging and indicating whether two stimuli are identical. In this study, we piloted SpM among 148 participants with fragile X syndrome, Down syndrome, or other intellectual disabilities (chronological age mean = 17.8 years, sd = 5.4; nonverbal mental age mean = 65 months, sd = 19.4). SpM had a high feasibility (96%) and internal consistency (rxx = 0.98). It converged well with other measures of processing speed, fluid cognition, and nonverbal mental age and diverged appropriately from crystallized cognitive skills. The correlation between nonverbal mental age and SpM in the IDD sample was not significantly different than the correlation between chronological age and SpM in a separate sample of 118 neurotypical children (age mean = 3.9 years sd = 0.8). This study provides initial evidence for the reliability and validity of the new SpM task, which may be appropriate as an outcome measure of processing speed for future clinical trials. It is more feasible than tasks designed for adults; it is brief, easy to administer, and engaging for young children and older individuals with lower mental ages associated with IDD.

Children with intellectual or developmental disabilities (IDD) represent a growing proportion of children who are adopted or in foster care. This study aims to explore family adjustment in foster and adoptive families of children with IDD using the ABCX model of family adjustment. Sixty-two families with adopted and foster children with IDD between two and 36 years old in Spain participated in the study. Parents completed a self-reported questionnaire including measures of child demands, family strengths, adjustment of expectations and family adjustment to adoption. The combination of child demands, family strengths and family expectations predicted 55% of the variance of family adjustment (R2 = .55, F (3,56) = 25.571, p < .001), with C Factor being the most relevant (b = .458, p < .001). No differences were found in the adaptation process depending on the severity of the disability, the age of placement, or the adoption versus fostering process. Significant differences were found in the adaptation process dimensions depending on the special versus ordinary process. Differences were also found in some family dimensions depending on the diagnosis of the disability or the family stage. These findings highlight the importance of previous expectations and special processes in adopting children and young people with IDD.

Many adults have learning problems that interfere with success in educational or vocational endeavors. Learning disabilities (LD), attention deficit/hyperactivity disorder (ADHD), and traumatic brain injury (TBI) share features and may occur together in some individuals. Difficulty in differentiating these disorders may be exacerbated in adulthood, when developmental history is more remote. Basic knowledge of the characteristics of LD, ADHD and TBI can help adult educators to recognize symptoms, make appropriate referrals and individualize instruction and accommodations. Frameworks for Identification Operational definitions of LD and TBI are provided in the Individuals with Disabilities Education Act (IDEA), which applies to individuals only from birth through age 22. Children identified under IDEA as having a handicapping condition are eligible for special education services if need is established. ADHD is not specifically identified as an eligibility category under IDEA; however, children with ADHD may be eligible for special education services under the category of Other Health Impaired (OHI). While IDEA does not apply to adult learners who have graduated from high school, if services were obtained during school-age years, documentation of a disability may exist in school records. The Association on Higher Education and Disability (AHEAD) is an international organization supporting full participation in higher education for persons with disabilities. AHEAD has published guidelines for adult LD evaluation (Brinckerhoff et al., 1997). Guidelines for ADHD and TBI have not been published. The LD guidelines address qualifications of evaluators, recency of documentation, appropriate clinical documentation of LD, and evidence to establish the rationale to support recommended accommodations. While quite detailed, they do not provide diagnostic criteria. The Diagnostic and Statistical Manual of Mental Disorders-Text Revision (DSM-IV-TR, American Psychiatric Association [APA], 2000) provides a clinical framework for the diagnosis of developmental disorders, including LD and ADHD. In the DSM-IV-TR framework, TBI is not a distinct mental disorder, although psychological problems resulting from or associated with brain injury may be diagnosed and the associated brain injury reported. In the DSM-IV-TR, learning disabilities are referred to as disorders, for example, Reading Disorder or Disorder of Written Expression. Both Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA) protect the civil rights of individuals who have disabilities. A disability is described in Section 504 as a physical or mental impairment that substantially limits one or more major life activities. Persons with disabilities who have appropriate documentation are eligible for accommodations, modifications, or auxiliary aids, which will enable them to participate and benefit from all postsecondary educational programs and activities. While diagnostic criteria for LD, ADHD, and TBI are not provided in these laws, these disorders clearly fall under the umbrella of disability as described in Section 504 and ADA. While assessment and diagnosis might come from a variety of professionals using different terminology, it is clear that both ADA and Section 504 apply to adults with LD, ADHD or TBI. Descriptive Features The nature and definition of learning disabilities have long been debated (Lyon, 1994). However, most discussions refer to a lack of expected achievement in one or more academic areas in the face of apparently normal intelligence, sensory function, educational and cultural opportunity and motivation. LD is a developmental disorder, with features present from early childhood, although diagnosis may occur much later. IDEA and the DSM-IV-TR refer to determination of a significant discrepancy between general intelligence and achievement in one or more academic areas as a criterion; however, the methodology for determining significant discrepancy is not specified and in practice varies across settings (Lyon, 1994). …