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.

Using the virtual-representational instructional sequence to support the acquisition and maintenance of mathematics for students with intellectual disability.

Mathematics instruction - and interventions to support mathematics teaching - for students with intellectual disability is important yet underexamined. This study explored a graduated instructional sequence referred to as the virtual-representational (VR) as a mathematical intervention. Researchers taught four students with disabilities what multiplication or division means and how to solve the problems first via virtual manipulatives and subsequently via pictorial representations.

Using the virtual-abstract instructional sequence to teach addition of fractions.

Background/aims/methods: Limited literature examines mathematics education for students with mild intellectual disability. This study investigated the effects of using the Virtual-Abstract instructional sequenceto teach middle school students, predominantly with mild intellectual disability, to add fractions of unlike denominators. Researchers used a multiple probe across participants design to determine if a functional relation existed between the Virtual-Abstract instructional sequence strategy and students' ability to add fractions with unlike denominators.

Picture plus discussion with partners: peer centered literacy supports for students with significant disabilities.

Access to age-appropriate literature is often difficult for students with significant disabilities without sufficient support. The picture plus discussion (PPD) intervention is an emerging research-based strategy used to increase comprehension of age-appropriate unadapted texts read aloud. While peer supports have been successfully used to increase gains in both academics and social engagement, their use to support literacy comprehension is minimal.