More individuals with disabilities (IWD) are accessing higher education than ever before. Although more students with intellectual disabilities (ID) are attending college, there is a large discrepancy among the types of programming offered. The purpose of this qualitative study was to explore student experiences in post-secondary education (PSE)…

The purpose of this study was to investigate parents' expectations of including their children with disability in three pilot inclusive education schools located in urban, semi-urban, and rural regions in Bhutan. The participants in this study included 26 parents (13 fathers and 13 mothers) of children with disability in either full or partial…

"Personal, Social and Learning to Learn" was set as a Key Competence in 2018 by the Council Recommendation on Key Competences for Lifelong Learning. The "LifeComp" framework provides a common language to describe this Key Competence, which applies to all spheres of life; and can be acquired through formal, informal and…

The "Sustainable Development Goals" (SDGs) have signalled a new era for the vocational education agenda which had almost disappeared since the 1990s with the rise of universal primary education (UPE). However, there are voices of concern from academia pointing out the lack of alternative theoretical frameworks in current vocational…

Researchers explored 11 of Florida's inclusive postsecondary education programs (IPSE) for individuals with intellectual disability (ID), during the 2016 and 2017 academic years. The researchers sought to explore, through ethnographic inquiry, the nature of academic access as well as the programs of study available to students with ID within…

Justice-involved youth with intellectual and developmental disabilities (IDD) are at an increased risk of recidivism compared to their peers with and without disabilities. Due to the complexity and unique needs of youth with IDD served in the juvenile justice system, transition supports and services must be individualized and youth-centered…

Students with disabilities experience less postschool success than students without disabilities. Until recently, college and career readiness efforts did not appear to include an explicit focus on students with disabilities. Because most U.S. students with disabilities spend time in general education settings, general education teachers need…

Learning remains largely out of reach for many of the most vulnerable children around the world. In low- and middle-income countries, an estimated 56% of children cannot read a simple text by the age of 10. This share is projected to rise to 70% after the pandemic. The school closures imposed by the COVID-19 outbreak, coupled with an enduring…

Microenterprises in the classroom provide a unique way to incorporate academic goals within transitional skill instruction for students with developmental disabilities. The purpose of this article is to discuss how the principles of microenterprises can be used by classroom teachers to practice these skills as well as an overview of how to create…

Demand has risen for the introduction of career education in senior secondary schooling to enhance students' transition from study to work. Against such a background, this paper aims to discuss the curriculum reforms and supporting structures in schools and to explore the challenges of life skills planning for secondary school students in China…

The Individuals with Disabilities Education Act (IDEA) requires that schools assist students with disabilities to develop independent living skills and abilities essential to succeed in most of their life's endeavors. According to the law, each student with a disability must have an individualized education program (IEP), and the IEP must address…

The population of adults on the autism spectrum continues to increase, and vocational outcomes are particularly poor. Longitudinal studies of adults with autism spectrum and without intellectual disability have shown consistent and persistent deficits across cognitive, social, and vocational domains, indicating a need for effective treatments of…

Youth with deaf-blindness have difficulty transitioning to adulthood and experience poor employment outcomes, yet research on this population is limited. To identify predictors of postschool employment outcomes for transition-age youth who are deaf-blind, we conducted multiple logistic regression analyses using data from Waves 1 through 5 of the…

One common and effective approach used to teach vocational and independent living skills to students with ASD is technology-based intervention (Walsh, Holloway, McCoy, & Lydon, 2017). Such interventions include audio prompting (AP) and coaching, augmented and virtual reality, and video-based interventions, such as video modeling and video…

We conducted a comprehensive review of the literature to establish the evidence base for using visual activity schedules (VAS) with individuals with intellectual disability. Literature published after 2005 was evaluated for quality using the criteria developed by Horner et al.; a total of 14 studies were included as acceptable. Findings suggest…