Abstract

As described in Chapter 1, throughout history and continuing into modern times, deficit-based models have dominated the intellectual disability field and shaped the organization of services and supports. Such models, when applied to the education of students with intellectual disability, have contributed to the widespread use of segregated educational programs and restricted curricular content for students with intellectual disability. Students with intellectual disability continue to be educated in segregated classrooms and schools, with progress toward more integrated placements stalling in recent years (Kurth, Morningstar, & Kozleski, 2014).