Systematically Planning Supports to Promote Access to and Meaningful Participation in General Education Settings for Students With IDD

Abstract

Research supports the benefits of inclusive education for all students, including those with intellectual and developmental disabilities (IDD). Additionally, educators are supportive of the idea of including students with IDD in general education classrooms. However, they report many barriers to doing so, including a lack of a systematic process to plan for successful inclusive experiences. In this article, we present a systematic process for identifying and arranging supports for successful inclusive educational experiences for students with IDD.