Reframing Educational Supports for Students with Intellectual Disability through Strengths-Based Approaches

Authored by: Karrie A. Shogren , Michael L. Wehmeyer , Robert L. Schalock , James R. Thompson

Handbook of Research-Based Practices for Educating Students with Intellectual Disability

Print publication date:  November  2016
Online publication date:  October  2016

Print ISBN: 9781138832091
eBook ISBN: 9781315736198
Adobe ISBN: 9781317566243

10.4324/9781315736198.ch2

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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).

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