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The increasing demand for special education in architectural design highlights the urgent need to ensure the safe evacuation of students with intellectual disabilities. However, current research on classroom evacuation for these students remains limited, particularly concerning critical factors, such as the number, location, and distance of exits. This study investigated the impact of dependent behavior on classroom exit design for students with intellectual disabilities by developing a Cellular Automaton (CA) model based on their behavioral characteristics. Simulated evacuation scenarios, considering and disregarding dependent behaviors, were analyzed to assess their effects on the number and positioning of exits, and a predictive model was implemented to establish the relationship between exit spacing and evacuation time. The results indicated that the dependent behavior significantly reduced evacuation efficiency and substantially affected classroom exit design. Considering the dependent behavior, this study demonstrated that setting two exits reduced the average evacuation time for students with intellectual disabilities by 12.99%, with further reductions achieved by placing the exits at the rear rather than at the sides or front of the classroom. The research also revealed that under the influence of dependent behavior, the average evacuation time initially decreased and then increased as the distance between exits increased. As one of the few studies addressing evacuation issues for students and the first to incorporate dependent behavior into the evacuation model, this study provides valuable recommendations for classroom designs that balance evacuation safety and daily usability. It offers essential data to inform architectural designs for classrooms serving students with intellectual disabilities and serves as a reference for future educational building design standards and regulations.

The tenets of self-determination theory as applied to support were tested with structural equation modelling for 186 people with ID with a mild to borderline level of functioning. The results showed that (a) perceived autonomy support was positively associated with autonomous motivation and with satisfaction of need for autonomy, relatedness, and competence; (b) autonomous motivation and need satisfaction were associated with higher psychological well-being; (c) autonomous motivation and need satisfaction statistically mediated the association between autonomy support and well-being; and (d) satisfaction of need for autonomy and relatedness was negatively associated with controlled motivation, whereas satisfaction of need for relatedness was positively associated with autonomous motivation. The self-determination theory provides insights relevant for improving support for people with intellectual disability.

This volume addresses the most current perspectives and issues related to learning disabilities and is written by leaders in the field of learning disabilities. The layout of the book and ordering of chapters will allow readers to follow learning disabilities in a very logical and thoughtful process from legal issues, identification, and assessment, to effective practices and response to intervention finally ending with practical issues of inclusion, working with families, and teacher preparation. Chapters can be read in order or independently which will allow readers considerable versatility. Chapters in the book include: Inclusion and Students with Learning Disabilities; Reading Instruction and Students with Learning Disabilities; Written Instruction and Students with Learning Disabilities; Mathematics Instruction and Students with Learning Disabilities; Social Skills Training and Students with Learning Disabilities; Response to Intervention Techniques and Students with Learning Disabilities; Transition and Students with Learning Disabilities; Technology and Students with Learning Disabilities; Families and Students with Learning Disabilities; Teacher Preparation and Students with Learning Disabilities.

A comprehensive review of the literature was conducted for articles published between 1993 and 2012 to determine the degree to which technology-based interventions can be considered an evidence-based practice to teach academic skills to individuals with Autism Spectrum Disorder (ASD). Criteria developed by Horner et al. (Except Child 71:165–178, 2005 ) and Gersten et al. (Except Child 71:149–164, 2005 ) were used to determine the quality of single-subject research studies and group experimental research studies respectively. A total of 25 studies met inclusion criteria. Of these studies, only three single-subject studies and no group studies met criteria for quality or acceptable studies. Taken together, the results suggest that practitioners should use caution when teaching academic skills to individuals with ASD using technology-based interventions. Limitations and directions for future research are discussed.

The low employment rates of individuals with intellectual disability (ID) are a major concern. This study examined the effect of postsecondary education on employment atrnd earnings for individuals with ID and the effect of state variation on those outcomes. Rehabilitation Services Administration 911 (RSA-911) files for 2008–2013 were analyzed (n = 11,280 individuals with ID). Multilevel modeling techniques were used to understand state variation, such as various economic and programmatic features that influence outcomes. Postsecondary education was associated with increased employment, increased weekly earnings, decreased reliance on Supplemental Security Income (SSI) benefits. Policy implications are discussed.

The purpose of this study was to explore the experiences of social work students with disabilities in field education. This qualitative inquiry used semistructured interviews exploring inclusion and accommodations in field education. The 15 participants were graduates of accredited BSW or MSW programs and reported one to five disabilities each. Four themes emerged: different experiences with visible versus invisible disability, confusion about accommodation, field as a learning opportunity regarding disability, and a sense of isolation being a social worker with a disability. This study provides information valuable to social work educators and field instructors regarding strategies for improving opportunities for students with disabilities as future social workers, aligning with the mission and values of the social work profession.

Students with complex support needs have intense and frequent support needs for learning and participating across multiple domains. Addressing those needs in a comprehensive manner is the purpose of special education, which is accomplished through instructional and Individualized Education Program (IEP) goals. Yet simply setting goals is insufficient; to facilitate positive student outcomes, there is an inherent expectation that students will meet those goals to achieve their potential. Understanding factors that impact variability in goal attainment is essential to this purpose. This includes the extent to which variability in goal attainment is explained by factors varying within students (e.g., goal domains being targeted) or by factors varying between students (e.g., education placement, overall intensity of student support needs). Using Bayesian multi-level modeling analysis to examine the instructional goals of 53 elementary students with complex support needs, we found that 75% of variability in goal attainment exists within student’s goals. However, 25% of variability is explained by factors that vary across students—in this case, educational placement and overall intensity of support needs. We conclude with recommendations for research and practice aimed at enhancing goal attainment for students with complex support needs.

Both scripted lessons and unscripted task analyzed lessons have been used effectively to teach science content to students with intellectual disability and autism spectrum disorder. This study evaluated the efficacy, efficiency, and teacher preference of scripted and unscripted task analyzed lesson plans from an elementary science curriculum designed for students with intellectual disability and autism spectrum disorder by evaluating both lesson formats for (a) student outcomes on a science comprehension assessment, (b) sessions to criterion, and (c) average duration of lessons. Findings propose both lesson types were equally effective, but unscripted task analyzed versions may be more efficient and were preferred by teachers to scripted lessons. Implications, limitations, and suggestions for future research are also discussed.

Children with intellectual disabilities experience social exclusion in all countries of the world. This is compounded too by their attendance at special schools in more affluent countries, especially those with a history of segregation. The article describes how sport was used to bring together students from special schools with their non-disabled peers in neighboring mainstream schools based around the Special Olympics Unified Champion Schools® program. A process evaluation was undertaken by the first author using interviews and questionnaires with 21 Special Olympics personnel and teachers from both mainstream and special schools. Based on their direct experiences, a process model was developed that could assist other sports organizations and schools to implement similar initiatives to advance the social inclusion of students with intellectual disabilities. Moreover the health outcomes from sports could be further enhanced if people with intellectual disabilities had greater access and inclusion in public health and primary care services. The process model outlined here might well be adapted to promote equity of access to healthcare which remains sadly lacking internationally.

Purpose People with intellectual disability face extensive health inequality and premature mortality. Medical students have reported that they lack the skills, knowledge and confidence to work with those with intellectual disability and autism. This emphasises the need for tomorrow’s doctors to be adequately trained. This study aims to investigate students’ knowledge, skills and attitudes towards people with intellectual disability and autism, examining whether these outcomes change following curricula re-design and with implementation of an e-learning module. Design/methodology/approach The university curricula in intellectual disability and autism were re-designed and an e-learning module developed using co-production. This was delivered to fourth-year medical students with a subgroup receiving the additional e-learning. A controlled trial evaluated students’ knowledge, skills and attitudes using pre- and post-questionnaires. Statistical tests of difference were used to the scores obtained. Findings This study showed an improvement in knowledge, skills and attitudes with intellectual disability and autism after curricula engagement, with an incremental benefit observed for students also completing the e-learning module. There was significant difference in pre-and-post placement scores assessing student attitudes towards intellectual disability and autism teaching. Originality/value This study highlights the importance of a multi-faceted, co-produced curricula re-design in intellectual disability and autism. The benefit of the e-learning module holds hope that the newly introduced mandatory Oliver McGowan training will be beneficial in the development of tomorrow’s doctors. Effective training in intellectual disability and autism is vital to improve the care and support delivered and reduce unnecessary deaths.