Identification and educational placement of students with intellectual disability in Ontario, Canada.

Background: Little is known about the identification and educational placement of students considered to have intellectual disability in the Canadian context and, specifically, the province of Ontario.

Aims: The purpose of this study was to describe trends in the school-based identification of students with mild intellectual disability and developmental disability based on the Ontario criteria over a 14-year period, as well as current patterns characterizing classroom placement.

Methods: Using data provided by the Ontario Ministry of Education, a doubly multivariate analysis of variance and profile analysis were performed.

Parent perspectives on inclusive education for students with intellectual disability: A scoping review of the literature.

The aim of this study was to collect and analyze research on inclusive education from the perspective of parents of students with intellectual disability (ID). The review examined characteristics and trends related to geographical origin of research, design, data collection, publication source and year, source of data, age of individuals with ID, and research focus. The initial database search produced a total of 2,540 non-duplicated articles published between 1994 and 2019.