Few studies have explored community participation for autistic adults, with or without intellectual disability. This study aims to investigate how autistic adults participate in the community, and the childhood and adulthood factors that predict community participation in adulthood.

Parents of children with moderate to profound intellectual disabilities reported diminished quality of life for themselves and their families, experiencing increased physical and mental health issues associated with caregiving burdens. Future research is needed that determine what effective support systems and interventions are needed to alleviate parental caregiver burden.

Maternal intellectual disability co-occurs with established parenting risk factors in the general population. Social welfare programs must become disability-inclusive and population datasets should routinely include disability items. A knowledge gap remains in relation to fathers with intellectual disability.

The purpose of creating a special needs trust is to provide funds for your child while at the same time preserving your child’s ability to qualify for need-based governmental benefits, most commonly Social Security Disability Income (SSDI) or Medicaid. An individual does not need to be a minor to have a special needs trust, but there are special rules for additions to a trust for a beneficiary who is age 65 or older.

To meet the needs of students with disabilities—in particular their need to feel like they belong in the school community—McKinley has partnered with Inclusion Matters by Shane’s Inspiration, a nonprofit that aims to eliminate bias toward children with disabilities through play.

Language deprivation is usually the most deep-rooted issue that deaf pupils face when starting school. Giving deaf babies and toddlers access to rich, meaningful language at the earliest possible stage is absolutely vital - whether that's through signed language, spoken language, or a mix of both.

Recently, an article I have co-written, The emotional wellbeing of students with profound intellectual disabilities and those who work with them: a relational reading, was published in the journal Disability and Society. My co-author was Professor Melanie Nind, one of the originators of Intensive Interaction.

Several studies have investigated the various strategies employed by both general and special education teachers to implement inclusive education, such as differentiated instruction, co-teaching models, and individualized support plans (Hernandez et al., 2016; Ozokcu, 2018; Tan et al., 2021).

The education of children with learning disabilities in public schools’ resource rooms remains a vital area of concern, particularly in Amman, where diverse educational needs and varying levels of resource allocation pose significant challenges. Despite the establishment of resource rooms, there is a notable lack of comprehensive data on parental satisfaction with these services.