Relevant bibliographies by topics / Students with intellectual disabilities

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Students with intellectual disabilities'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 July 2025

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Journal articles on the topic "Students with intellectual disabilities"

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Eid, Yossef Mohamed Yossef. "Emotional Intelligence of Students with Learning Disabilities and Students with Intellectual Disabilities." International Journal of Early Childhood Special Education 14, no. 1 (2022): 152–60. http://dx.doi.org/10.9756/int-jecse/v14i1.221020.

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Many recent studies across the world present a dire lack of research on Emotional Intelligence (EI) in the field of individuals with disabilities. This study could be an academic call to conduct more research on the (EI) of students with disabilities. The purpose of the study is to examine the differences in (EI) between students with learning disabilities (LDs) and students with intellectual disabilities (IDs) in the kingdom of Saudi Arabia. One hundred students participated in the study: fifty students with learning disabilities aged six to twelve years and fifty students with intellectual d
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Colclasure, Blake C., Andrew C. Thoron, and Sarah E. LaRose. "Teaching Students with Disabilities: Intellectual Disabilities." EDIS 2016, no. 6 (2016): 3. http://dx.doi.org/10.32473/edis-wc261-2016.

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This publication is one of the seven new articles that have been published in the Teaching Students with Disabilities series. This series provides useful information to ag-ed based instructors about different disabilities and how to teach those students in the unique environments posed by ag-ed, including classroom, laboratory, and non-formal environments. Written by Blake C. Colclasure, Andrew C. Thoron, and Sarah E. LaRose, and published by the Department of Agricultural Education and Communication, August 2016. AEC599/WC261: Teaching Students with Disabilities: Intellectual Disabilities (uf
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Baer, Robert M., Alfred W. Daviso, Robert W. Flexer, Rachel McMahan Queen, and Richard S. Meindl. "Students With Intellectual Disabilities." Career Development for Exceptional Individuals 34, no. 3 (2011): 132–41. http://dx.doi.org/10.1177/0885728811399090.

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Yusupova, Nazira. "PECULIARITIES OF LEARNING ACTIVITIES OF STUDENTS WITH INTELLECTUAL DISABILITIES." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 11 (2021): 138–42. http://dx.doi.org/10.37547/pedagogics-crjp-02-11-26.

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Sunesni, Sunesni, Dian Furwasyih, Ilham Akerda Edyyul, et al. "Pelatihan tentang Kesehatan Reproduksi Remaja Disabilitas Intelektual pada Guru SLB Kota Padang." Jurnal Kreativitas Pengabdian Kepada Masyarakat (PKM) 6, no. 10 (2023): 4203–17. http://dx.doi.org/10.33024/jkpm.v6i10.10497.

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ABSTRAK Anak dan remaja yang menyandang disabilitas intelektual memiliki keterbatasan dalam daya kemampuan, dimana dengan ketidakmampuannya ini, anak tunagrahita memiliki berbagai masalah. Menurut WHO, anak yang mengalami disabilitas intelektual di Indonesia sekitar 5-9% yaitu sekitar 7-11 juta dari jumlah penduduk Indonesia. Berdasarkan data dari Dinas Pendidikan Provinsi Sumatera Barat pada tahun 2020 di Kota Padang terdapat sebanyak 38 Sekolah Luar Biasa (SLB) dengan jumlah siswa lebih kurang 1585 orang dan jumlah guru lebih kurang 214 orang. Jumlah anak dengan disabilitas intelektual (tuna
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Maryanti, Rina. "Assessment of Mathematical Abilities of Students with Intellectual Disabilities During the COVID-19 Pandemic." Indonesian Journal of Community and Special Needs Education 1, no. 2 (2021): 47–52. http://dx.doi.org/10.17509/ijcsne.v1i2.33402.

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The purpose of this study was assess of mathematical abilities of students with intellectual disabilities during the CoVID-19 Pandemic. The subjects of this study were 5 children with intellectual disabilities in a special school, in West Java, Indonesia. The method used descriptive quantitative method. The stages of the activity process carried out were by formulating instruments, determining subjects, conducting assessments, and analyzing data. Differences in assessment during the pandemic involved teachers and parents. The results showed that most students with intellectual disabilities hav
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Marliana, Intan Maharani Dian, and Agus Supriyadi. "The Use of Drill Method in Improving the Ability to brush Teeth Self-help for Students with Intellectual Disabilities." JASSI ANAKKU 21, no. 2 (2021): 151–60. http://dx.doi.org/10.17509/jassi.v21i2.39520.

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The purpose of this study was to determine the use of the drill method in improving the ability to brush teeth for students with intellectual disabilities. The method used is the method of demonstration, assignment, and question, and answer. The subjects of this study were 2 students with intellectual disabilities at the Special School in Tasikmalaya, West Java. The results of the study showed the development of student's abilities, which can be seen from the changes in students' scores increase. The score obtained by D in the initial ability is 40 with a percentage of 50% to 75 with a percent
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Basri, Junaidin, and Mohamad Karom Muharom. "Upaya Guru PAI Dalam Meningkatkan Kemampuan Psikomotorik Siswa ABK Tunagrahita Melalui Model Contextual Teaching And Learning (CTL)." Masagi 1, no. 1 (2022): 249–57. http://dx.doi.org/10.37968/masagi.v1i1.281.

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This study is motivated by the challenges faced by students with intellectual disabilities (Tunagrahita) in understanding and retaining educational material due to their limited cognitive abilities. Contextual Teaching and Learning (CTL) encourages students to connect their knowledge with practical applications in everyday life, thereby engaging them in meaningful activities that reinforce their understanding. This research focuses on the efforts of Islamic Religious Education (PAI) teachers to enhance the psychomotor skills of students with intellectual disabilities through the implementation
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Yi, Zhang, and Kway Eng Hock. "Can people with intellectual disabilities not be good employees? A survey on psychological capital of students with intellectual disabilities in secondary vocational schools." South Asian Journal Of Social Science & Humanities 4, no. 4 (2023): 164–76. http://dx.doi.org/10.48165/sajssh.2023.4409.

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People with intellectual disabilities are the most difficult to find employment among all types of disabilities. However, their successful employment is a very beneficial thing for both individuals and society. Secondary vocational students with intellectual disabilities are the most likely candidates to develop into employees with disabilities. Paying attention to their psychological capital is helpful to improve their invisible psychological quality and employability. In this study, students with intellectual disabilities in two special education schools in Zigong, Sichuan Province, China we
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Ashraf, Iqra, Rukhsana Bashir, and Hina Fazil. "Proficiency Level in Five Areas of Reading Among Students with Mild Intellectual Disabilities at Primary Level: A Quantitative Analysis." Journal of Asian Development Studies 14, no. 1 (2025): 967–77. https://doi.org/10.62345/jads.2025.14.1.75.

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The main objective of this study is to explore the current proficiency level in five areas of reading among students with mild intellectual disabilities at Primary level. Intellectual disabilities are often characterized by limitations in both intellectual functioning and adaptive behavior, which includes social, practical, and academic skills. A quantitative research approach was chosen for this study because of its ability to provide objective measurements of reading skills. The population for this study was students with mild intellectual disabilities at primary level from Punjab. The sampl
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Dissertations / Theses on the topic "Students with intellectual disabilities"

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Gibbons, Agatha Lee. "Reading Instruction for Students with Intellectual Disabilities: Inservice Teachers' Perceptions." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/9073.

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Students with intellectual disabilities have at times been overlooked and denied effective reading instruction. Teachers tasked with instructing such students are often limited in the training, resources, and support necessary to effectively instruct these students in reading. These problems are further compounded by the fact that students with intellectual disabilities have historically been misperceived, often by the very educators tasked with instructing them, as either being unable to learn to read or that the prospect of teaching them to read is simply too daunting and complicated to be o
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Mims, Pamela J. "Increasing Literacy Outcomes for Students with Intellectual and Developmental Disabilities." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3238.

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This session will focus on providing literacy instruction to students with intellectual and developmental disabilities (IDD) through the use of story-based lessons of grade appropriate texts and systematic instruction of the five components of reading (i.e., phonemic awareness, phonics, comprehension, vocabulary, fluency). Specifically, participants will gain understanding of prompting literacy development through evidence based practices found effective for students with severe disability.
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Mims, Pamela J., and Bree A. Jimenez. "Teaching Students with Moderate and Severe Intellectual Disability." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/319.

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A Survival Guide for New Special Educators provides relevant, practical information for new special education teachers across a broad range of topic areas. Drawing on the latest research on special educator effectiveness and retention, this comprehensive, go-to resource addresses the most pressing needs of novice instructors, resource teachers, and inclusion specialists. Offers research-based, classroom-tested strategies for working with a variety of special needs students Covers everything from preparing for the new school year to behavior management, customizing curriculum, creating effect
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Twee, Pam, of Western Sydney Macarthur University, and Faculty of Education and Languages. "Literacy learning of adolescent students with intellectual disabilities : a case study." THESIS_FEL_XXX_Twee_P.xml, 2001. http://handle.uws.edu.au:8081/1959.7/310.

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This study explores the learning, and specifically literacy learning, of intellectually disabled adolescent students. Factors that have influenced this learning throughout the adolescent's education are identified. Nineteen case studies of the literacy development of adolescent students with mild and moderate intellectual disabilities were developed through observations in their classrooms, and of related activities. The results of the study show that there were three main influences on literacy development for these students. These were the unique nature of the learner, home and family factor
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Twee, Pam. "Literacy learning of adolescent students with intellectual disabilities : a case study." Thesis, View thesis, 2001. http://handle.uws.edu.au:8081/1959.7/310.

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This study explores the learning, and specifically literacy learning, of intellectually disabled adolescent students. Factors that have influenced this learning throughout the adolescent's education are identified. Nineteen case studies of the literacy development of adolescent students with mild and moderate intellectual disabilities were developed through observations in their classrooms, and of related activities. The results of the study show that there were three main influences on literacy development for these students. These were the unique nature of the learner, home and family factor
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Spriggs, Amy, Pamela J. Mims, and Dijk Wilhelmina van. "How to Implement Visual Activity Schedules for Students with Intellectual Disabilities." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/194.

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This session will outline current research as it relates to activity schedules as an evidence-based practice and will offer suggestions for areas of continued research. Specific uses of activity schedules will be highlighted and various formats will be explored. Innovative approaches to using activity schedules will also be demonstrated. Learner Outcomes: • Participants will gain understanding of current research involving using activity schedules for promoting independence for individuals with intellectual disabilities in regard to quantity, quality, and future possibilities; • Participants w
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Rich-Gross, Denise A. "The Perceptions of the Transition Process by Ohio Students With Intellectual Disabilities." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1365891156.

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Bi, Hui. "Chinese Graduate Students’ Attitudes toward Persons with Intellectual Disabilities: An Acculturation Approach." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276878627.

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Clare, Jennifer. "Including ALL Students: Supporting Adolescents With Intellectual Disabilities Who Are Gender Nonconforming." Scholarly Commons, 2021. https://scholarlycommons.pacific.edu/uop_etds/3738.

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Educators and school staff often overlook students with intellectual disabilities and students who are LGBTQ+ within public schools. They recognize even less students who identify in both these areas. The purpose of this study is to add to a small pool of research about how to best support students with intellectual disabilities who are gender nonconforming. A review of literature found a gap in understanding the experiences of students with intellectual disabilities who are gender nonconforming. This study uses a qualitative research design and intersectionality as a theoretical framework. Th
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Twee, Pam. "Literacy learning of adolescent students with intellectual disabilities : a case study inquiry /." View thesis, 2001. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030616.100548/index.html.

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Thesis (Ph.D.) -- University of Western Sydney, Macarthur, 2001.<br>A thesis presented to the University of Western Sydney, Macarthur, in partial fulfilment of the requirements for the degree of Doctor of Philosophy, January 2001. Bibliography : p. 253-262.
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Books on the topic "Students with intellectual disabilities"

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Datta, Poulomee. Students with Intellectual Disabilities. Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-017-9.

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Craven, Rhonda G. Inclusive education for students with intellectual disabilities. Information Age Publishing, Inc., 2015.

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L, Hardman Michael, and McDonnell John 1954-, eds. Transition programs for students with intellectual and developmental disabilities. 2nd ed. Sage Publications, 2009.

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McGuire, Larry. Creating opportunities for students with intellectual or multiple disabilities. Saskatchewan Education, Special Education Unit, 2001.

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Grigal, Meg. Think college!: Postsecondary education options for students with intellectual disabilities. Paul H. Brookes Pub. Co., 2010.

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1951-, Hart Debra, ed. Think college!: Postsecondary education options for students with intellectual disabilities. Paul H. Brookes Pub. Co., 2010.

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Meg, Grigal, and Hart Debra 1951-, eds. Think college!: Postsecondary education options for students with intellectual disabilities. Brookes, 2010.

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Grigal, Meg. Think college!: Postsecondary education options for students with intellectual disabilities. Paul H. Brookes Pub. Co., 2010.

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Kemp, Kalli Ann. Teaching Social Skills to Students with Autism Spectrum Disorders and Students with Intellectual Disabilities. [publisher not identified], 2015.

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Horner, Robert H. Research synthesis on educational strategies for students with severe intellectual disabilities. National Center to Improve the Tools of Educators, College of Education, University of Oregon, 1994.

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Book chapters on the topic "Students with intellectual disabilities"

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Mena, Luis J., Vanessa G. Felix, Rodolfo Ostos, and Gladys E. Maestre. "Emerging Technology for Students with Intellectual Disability." In Handbook of Intellectual Disabilities. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20843-1_43.

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Westwood, Peter. "Students with intellectual disability." In Commonsense Methods for Children with Special Needs and Disabilities. Routledge, 2020. http://dx.doi.org/10.4324/9781003109778-2.

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Westwood, Peter. "Students with intellectual disability." In Commonsense Methods for Students with Special Needs and Disabilities, 9th ed. Routledge, 2025. https://doi.org/10.4324/9781003598671-3.

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Schwartz, Karen D. "Conceptualizing Students with “Significant Intellectual Disabilities”." In Youth: Responding to Lives. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-431-4_18.

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Datta, Poulomee. "Self-Concepts of Students with Intellectual Disabilities." In SpringerBriefs in Education. Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-017-9_1.

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Casey, Sharon, and Jennifer LeHuquet. "Successful Students with Autism and Intellectual Disabilities." In Solution-Focused Strategies for K–12 Leaders. Routledge, 2025. https://doi.org/10.4324/9781003463504-8.

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Regev, Dafna. "Art Therapy for Students with Intellectual and Developmental Disabilities (IDD)." In Art Therapy with Special Education Students. Routledge, 2022. http://dx.doi.org/10.4324/9781003156918-5.

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Dinora, Parthenia, and Dana Yarbrough. "Family Supports and Students with Intellectual and Developmental Disabilities." In Handbook of Research-Based Practices for Educating Students with Intellectual Disability, 2nd ed. Routledge, 2024. http://dx.doi.org/10.4324/9781003363422-24.

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McDiarmid, Amy K., Jillian Talley, and Devadrita Talapatra. "Suicide Ideation and Prevention in Students with Intellectual Disabilities." In The Routledge Handbook of Inclusive Education for Teacher Educators. Routledge India, 2023. http://dx.doi.org/10.4324/9781003266068-36.

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Mutua, Kagendo, Amy Williamson, John Myrick, Jim Siders, and Dongjin Kwon. "Long Overdue: Inclusive College for Students with Intellectual Disabilities." In The Sage Handbook of Inclusion and Diversity in Education. SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526470430.n29.

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Conference papers on the topic "Students with intellectual disabilities"

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Tonetti, Agata, and Massimo Rossetti. "TECHNOLOGY TRANSFER: ASSISTIVE TECHNOLOGIES FOR THE LEARNING OF STUDENTS WITH INTELLECTUAL AND PHYSICAL DISABILITIES." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1448.

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Kusuma, Welly Herlambang, Achmad Arifin, Fauzan Arrofiqi, and Eko Agus Suprayitno. "Development of an Interactive Learning Assistive System for Students with Intellectual Disabilities Using Robot with Audiovisual Intervention." In 2024 International Conference on Computer Engineering, Network, and Intelligent Multimedia (CENIM). IEEE, 2024. https://doi.org/10.1109/cenim64038.2024.10882671.

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Dantas, Mariana, Elcio Milli, Paula Santos, Oksana Tymoshchuk, and Edmar Reis Thiengo. "FOSTERING INCLUSIVE MATHEMATICAL THINKING AND FINANCIAL AUTONOMY IN STUDENTS WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES: A CASE STUDY USING TAMPIMÁTICA." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1592.

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Mannion, Nicola, Johanna Fitzgerald, and Fionnuala Tynan. "EXPLORING THE EXPERIENCES OF STUDENTS WITH INTELLECTUAL DISABILITIES IN DECISION-MAKING PROCESSES IN MAINSTREAM POST-PRIMARY SCHOOLS IN REPUBLIC OF IRELAND." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.2378.

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Mannion, Nicola. "SUPPORTING STUDENTS WITH INTELLECTUAL DISABILITIES (ID) TO VOICE THEIR EXPERIENCES AND PERSPECTIVES OF PARTICIPATION IN MAINSTREAM POST-PRIMARY SCHOOLS IN THE REPUBLIC OF IRELAND: THROUGH PHOTOVOICE." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0494.

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Dantas, Mariana, Paula Santos, and Oksana Tymoshchuk. "THE INCLUSION OF STUDENTS WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES IN HIGHER EDUCATION: A CASE STUDY OF THE INDIVIDUAL MULTIDISCIPLINARY STUDIES PROGRAM IN PORTUGAL – UNIVERSITY OF AVEIRO." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1593.

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Falcão, Taciana Pontual, and Sara Price. "Tangibles for students with intellectual disabilities." In the 11th International Conference. ACM Press, 2012. http://dx.doi.org/10.1145/2307096.2307172.

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Johnson, Andrew P. "Reading Instruction For Students With Intellectual Disabilities." In EEIA 2018 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.02.31.

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Falcão, Taciana Pontual. "Fostering exploratory learning in students with intellectual disabilities." In TEI'12: Sixth International Conference on Tangible, Embedded, and Embodied Interaction. ACM, 2012. http://dx.doi.org/10.1145/2148131.2148232.

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MALEVA, Zinaida. "Training graphomotor skills in students with mental retardation (intellectual disabilities)." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v1.24-25-03-2023.p223-227.

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The article presents the results of the application of special techniques for the formation of graphomotor skills in two students with mental retardation (intellectual disabilities) in home-based learning. Multiple graphical errors, difficulties of writing were the consequences of the slowness of the processing of sensory information, imperfections of interanalytical integration, imperfections of visual and motor control of movements leads to numerous graphical errors and difficulties of writing. The results of the study of the state of graphomotor skills in students showed the following: one
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Reports on the topic "Students with intellectual disabilities"

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Maksimenko, Natalia. To the Question of Formation of Competences for the Safety of Life of Students with Intellectual Disabilities. Intellectual Archive, 2020. http://dx.doi.org/10.32370/iaj.2261.

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Malhotra, Neera. Desirable Conversations: Sexuality and Women with Intellectual Disabilities. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2704.

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Totten, Joseph. Travel Behaviors of Persons with Intellectual and Developmental Disabilities. Portland State University, 2019. http://dx.doi.org/10.15760/ccemp.45.

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Wilbur, Jane, and Chloe Morrison. Adapting Menstrual Health Interventions for People with Intellectual Disabilities in Emergencies. The Sanitation Learning Hub, Institute of Development Studies, 2023. http://dx.doi.org/10.19088/slh.2023.012.

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The Bishesta campaign – a menstrual health intervention for people with intellectual disabilities and their caregivers in Nepal, was developed to help improve menstrual health for this population in non-humanitarian settings (Wilbur et al. 2021a). The campaign was developed by the London School of Hygiene &amp; Tropical Medicine (LSHTM) and WaterAid and delivered in collaboration with the disability service provider, the Down Syndrome Society Nepal, and the Centre for Integrated Urban Development, a local WASH non-government organisation. Following a positive feasibility study (Wilbur et al. 2
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Goh, Ailsa Ee Ping, Meng Ee Wong, and Carol Soo Ching Tan. Perspectives of stakeholders on youth with intellectual disabilities transitioning to adulthood. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22665.

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Transition is difficult for everyone, but it is particularly challenging for youth with disabilities and their families. When these youth transition out of school to post school environments, they will move from a structured environment with clear daily routines, with school personnel who are tasked to teach and support them, to environments where ongoing support and services are not readily available. Some of these youth with disabilities enter work environments that can be impersonal and most of them are unprepared for the level of independence that is required of them (Sitlington, Frank, &a
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Patka, Mazna. Individuals with Intellectual Disabilities in Faith Communities: Perspectives of Catholic Religious Leaders. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1631.

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Hanushek, Eric, John Kain, and Steven Rivkin. Does Special Education Raise Academic Achievement for Students with Disabilities? National Bureau of Economic Research, 1998. http://dx.doi.org/10.3386/w6690.

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Pollack, Harold, and Kristin Lee Berg. Meeting the Mental Health Needs of Americans Who Live With Intellectual and Developmental Disabilities. Milbank Memorial Fund, 2024. https://doi.org/10.1599/mqop.2024.0325.

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Alpert, EA, J. Louro, SB Boynes, and AE Cothron. The Landscape of Dental Care for People with Intellectual and Development Disabilities in Tennessee. American Institute of Dental Public Health, 2024. https://doi.org/10.58677/lcls8795.

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The primary objective of this report is to comprehensively assess access to and utilization of oral health care services among people with intellectual and developmental disabilities (IDD) in Tennessee. The report synthesizes data from multiple sources to evaluate the readiness and responsiveness of the state’s dental care infrastructure to the unique needs of people with IDD in the state of Tennessee. By examining existing disparities, identifying strengths, and pinpointing challenges within the system, this study provides a roadmap for stakeholders to improve oral health outcomes for this me
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Wood, W. Jesse, Ijun Lai, Neil Filosa, Scott Imberman, Nathan Jones, and Katharine Strunk. Are Effective Teachers for Students with Disabilities Effective Teachers for All? National Bureau of Economic Research, 2022. http://dx.doi.org/10.3386/w30212.

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