Significant intellectual disabilities

The problem of mental retardation / intellectual disability is constantly evolving. The main element pointing to the essence of functioning of people with intellectual disabilities is a person's position in the society (Błeszyński, 2013, pp. 11-25; J. L. Aber …, 1997, p. 463). “The number of children with select developmental disabilities (autism, attention deficit hyperactivity disorder, and other developmental delays) has increased, requiring more health and education services. Additional study of the influence of risk-factor shifts, changes in acceptance, and benefits of early services is needed” (C. A.Boyle, …, 2011, p. 1034). As indicated by D. D. Smitrz, the twenty-first century brought a paradigm shift from the traditionally negative conception (as a lack or limitation), to a more positive conception, in the spirit of R. Luckasson. The new approach highlighted the importance of the search for the capacity of each person and the environment in which this person lives, lear...

Focusing on how to reframe the IEP as a tool for building authentic inclusive communities for students with significant disabilities, this issue of TASH Connections compiles the voices and perspectives from self-advocates, family members, educators, and researchers on how the IEP is more than mere compliance. And how, when developed strategically, it works to shift the focus away from procedural compliance to one of meaningful programming that builds inclusive lives for individuals with significant disabilities. The IEP, as a foundational requirement of the Individuals with Educational Improvement Act (2004) should be seen as a support to meaningful inclusive lives, yet is all too often seen as a barrier to such programming. We must begin to break down the narrative of procedural compliance and offer real life suggestions of how the field can move forward. This issue will show how the IEP process can be used as beneficial tool for inclusive community building. Together we can rewrite the narrative and start action towards building meaningful living IEPs nationally. The issue authors bring the conversation front and center by problematizing the current compliance and procedural nature of the IEP process. By calling upon the field to embrace the IEP as a living document that is flexible, collaborative and necessary to build authentic inclusive communities for students with significant disabilities, they each offer strategic solutions for new and innovative practices. This issue brings readers through a journey of problematization to solutions, deconstructing the current practices surrounding the IEP through family and teacher perspectives and then concluding with real day solutions for TASH members to put into action. Included also is a legal analysis and overview of the potential impact of the Endrew F. v. Douglas County School District RE-1 decision on what constitutes educational benefit within individualized educational programs. The issue opens with two parent perspective pieces: The Individual Education Plan: From individual needs to meaningful relationships (Black and Montvalo) and Engaging Parents: Utilizing the IEP to cultivate meaningful relationship (Ramlackhan and West). Through these parents' honest and open discussions of their experiences as administrators, teachers, scholars and parents of children with significant and multiple disabilities, the current IEP process is outlined as one that: (1) divides parents/guardians against school personnel; (2) uses standards based curriculum as a justification and rationale for segregated programming and placement; and (3) focuses on procedural compliance over authentic partnership. Both then offer new narratives and suggestions of how the IEP can be a flexible tool that is used to strategically develop true partnerships and meaningful systems of support. Filled with suggestions for teachers, administrators and parents, the next piece by Ramlackhan, The IEP as a gateway to inclusive spaces, shares her perspective as an educator working in a system that pushes compliance over authentic partnership and

The problem of mental retardation / intellectual disability is constantly evolving. The main element pointing to the essence of functioning of people with intellectual disabilities is a person's position in the society (Błeszyński, 2013, pp. 11-25; J. L. Aber …, 1997, p. 463). “The number of children with select developmental disabilities (autism, attention deficit hyperactivity disorder, and other developmental delays) has increased, requiring more health and education services. Additional study of the influence of risk-factor shifts, changes in acceptance, and benefits of early services is needed” (C. A.Boyle, …, 2011, p. 1034). As indicated by D. D. Smitrz, the twenty-first century brought a paradigm shift from the traditionally negative conception (as a lack or limitation), to a more positive conception, in the spirit of R. Luckasson. The new approach highlighted the importance of the search for the capacity of each person and the environment in which this person lives, learns and works. The place of a person in society has become more important than their intelligence. The concepts of adaptive behaviour and supporting systems are becoming a more important element than the averaged results of particular functions - identified by IQ. Currently, the most common approach in the field of intellectual disability introduced from 2013 is found in the DSM 5 Classification (Fifth Edition of the Diagnostic and Statistical Manual of Mental Disorders). In this classification of intellectual disability (impaired intellectual development - the diagnostic term ‘intellectual disability’ is a term equivalent to the ICD-11 diagnosis of disorders of intellectual development. Although this guide uses the term intellectual disability, these two terms are used in the title, to explain the relationships with other classification systems. Moreover, the United States federal statute - Public Law 111-256, Rosa's Law - replaces the term mental retardation with the concept of intellectual disability. Scientific journals also use the term intellectual disability. This concept is widely used in medical and educational environments, as well as by groups of attorneys).  There are three important basic criteria of disorders: 1) intellectual, 2) adaptive (highlighted in our work), 3) intellectual and adaptive in adolescence.

The problem of mental retardation / intellectual disability is constantly evolving. The main element pointing to the essence of functioning of people with intellectual disabilities is a person's position in the society (Bleszynski, 2013, pp. 11-25; J. L. Aber …, 1997, p. 463). “ The number of children with select developmental disabilities (autism, attention deficit hyperactivity disorder, and other developmental delays) has increased, requiring more health and education services. Additional study of the influence of risk-factor shifts, changes in acceptance, and benefits of early services is needed ” (C. A.Boyle, …, 2011, p. 1034). As indicated by D. D. Smitrz, the twenty-first century brought a paradigm shift from the traditionally negative conception (as a lack or limitation), to a more positive conception, in the spirit of R. Luckasson. The new approach highlighted the importance of the search for the capacity of each person and the environment in which this person lives, le...

The purpose of this research is to determine the needs of mothers with three intellectually disabled children. This study has been held with the participation of eleven volunteer mothers, living in Diyarbakır province in 2017. Semi-structured interview technique was used as qualitative research methods in the research. Based on the findings obtained from the research, it was determined that the mothers had important requirements such as materiality, information, general and social support, and needs of expressing themselves to the environment about the disability of their children. The biggest topic was determined as the lack of time for their personal development. When the national and international literatures are analysed, it has been determined that in Turkey needs of the mothers with three intellectual disabled children are higher than those of the developed countries. The main needs are knowledge and materiality. Based on this points, especially mainly legal positive discrimination, governmental agencies, educational institutions and NGO’s need to be more sensitive and should make concrete steps by meeting the needs of children with multiple disabilities.

BACKGROUND: As the number of individuals with significant disabilities transitioning into competitive, integrated employment increases, so must the knowledge, experience, and expectations of vocational rehabilitation personnel. Evolving responsibilities require that employment specialists acquire the information, skills, attitudes and values necessary to realize integrated outcomes. OBJECTIVE: This is a follow-up to Brown & Kessler's 2014 JVR article on generating integrated worksites for individuals with significant disabilities. This article outlines an integrated work skill analysis strategy for individuals with significant disabilities. It is intended that the information presented here can be used to increase the number of individuals with significant intellectual disabilities who function effectively in integrated employment. CONCLUSION: It is important that individuals with significant disabilities are given the opportunities to succeed in employment. Following strategies to ensure the particular work environment will be safe and appropriate for a particular worker is just one step towards the chance to thrive in the workplace.

Abstract
The definition of intellectual disabilities used globally launched by the American Association on Intellectual and Developmental Disabilities in 2015. The definition states that "intellectual disability is characterized by significant limitations in intellectual functioning and adaptive behavior. Disability includes many everyday social and practical skills. This flaw is already there before the child turns 18”. (Raty et. al., 2016).
Convention on the Rights of the Child implemented by the United Nations in 1989 and The Salamanca statement by UNESCO in 1994 provides guidelines for governments and schools to seek and create internal solutions organizing schools and education for all children (McGuire et al. cited in Raty et. al., 2016). A lot of research has been done and shows that inclusive schools bring good learning outcomes (eg, Hattie, 2009; Kvalsund & Bele cited in Raty et. al., 2016). Positive attitudes, especially from teachers and school principals, are very influential in building inclusive schools (Jordan et al., 2009; Saloviita cited in Raty et. al., 2016). There is the argument that teaching exceptional children does not require special skills, only general teaching skills with sensitivity to all children (Woolfolk cited in Raty et. al., 2016).
Keywords: intellectual disabilities, inclusion education, integration, curriculum