As more and more students with intellectual disabilities are included in the general education middle school setting, the culture and context of the literacy instruction they are receiving is severely limited in the existing literature. In this study, the researcher employed an ethnographic research design to observe the literacy culture of two middle school general education social studies teachers in the context of a district and school that had focused on more inclusive practices over the past five years. The learning environment and the general education teachers* perceptions and expectations of the nature of literacy for students with intellectual disabilities in the general education setting were observed over a nine week period using two theoretical frameworks; the culture of inclusion (Giangreco, Cloninger, Dennis, & Edelman, 1994) and socio-cultural literacy (Barton & Hamilton, 1998). The data gathered is reflective of the literacy practices used with the four students with intellectual disabilities who agreed to participate in the in-depth analyses, though nine were enrolled in the three general education classes. The themes of socialization for students with intellectual disabilities in general education classes, and the immersion in and isolation from literacy practices within the general education social studies literacy culture emerged and are discussed in detail. Implications for practice and recommendations for future research for students with intellectual disabilities in general education middle school settings are provided.

Self-control can be defined as the ability to select a larger, later reward over a smaller, sooner reward. This ability, also known as gratification delay, has been highly correlated with academic competence and success. Studies that examine gratification delay have identified strategies that have been observed to increase the delay time to reward. This study examined the extent to which parents of children with Autism or a related disability could be trained to teach these strategies. Participants were seven mothers who were all ethnic Albanian. The results indicated that these mothers were able to teach the three strategies they were trained on at a high quality and that there was a preference for one strategy over the other two.

The purpose of the study was to describe the experiences and reasoning of occupational therapists' about obstacles and opportunities of implementing interventions via telerehabilitation for individuals with ADHD, Autism Spectrum Disorder or Intellectual Disability. Data were collected via semi-structured interviews with occupational therapists in psychiatric outpatient care and adult habilitation. Based on a qualitative content analysis, collected material was analysed, which resulted in an overall theme, “Commitment and embracement of a new role in the implementation of interventions is challenged by lack of conditions and four categories: New demands for ability and knowledge, Challenge in the digital environment regarding objects that constitute the environment and interaction, Changed conditions for the meeting increase accessibility for occupational interventions and New possible working method as an alternative in the near future.” Results show that the occupational therapists' reasoning is twofold where obstacles currently affect the execution and quality of the occupational therapy intervention, but where the commitment of the working method leads to a continued development of interventions via telerehabilitation. The study implies that the introduction of telerehabilitation should be implemented with regard to interventions in occupational therapy and that there is a need for coordination of working method via telerehabilitation for the occupational therapist who meets the individual. Further studies in the field focusing on the conditions for interventions through telerehabilitation and individuals ability to handle telerehabilitation are recommended.

Children and adolescents with intellectual disabilities are sexually abused or assaulted at a rate seven times greater than those without disabilities (Shapiro, 2018). There is a lack of education and prevention programs specifically for this vulnerable population. The purpose of this study was to explore parental perceptions about the need for sexual violence prevention education, based on their child's disability type, severity, and communication level. A 33-item online survey was completed by parents of children with intellectual disabilities (n=61). The majority of parents valued the social validity of providing sexual violence prevention education. A child's disability type did not impact their parent's perception of the need for education. As the severity of a child's disability increased, parents indicated that their child was lacking adequate knowledge about sexual violence prevention. Children with lower levels of communication fluency did not understand sexual abuse and assault prevention. Common parental themes of fears about their child's involvement in sexual violence prevention education included their child's inability to understand or curriculum content and the manner in which education would be provided. Findings inform care providers about the importance of including all children with disabilities in sexual violence prevention education.

<p>Low levels of on-task behaviors can be troublesome for both teachers and students leading to difficulties associated with regulating off-task and disruptive behaviors and providing continuous prompts. Research indicates that students with intellectual disabilities (IDs) frequently engage in off-task and disruptive behaviors (e.g., talking, sleeping, and making negative statements). According to teachers, the on-task behaviors of students with IDs are unsatisfactory due to a behavioral deficit; as a result, these students demand more individual time and attention from adults than their typically developing classmates. This dependence on external prompts can have negative consequences for students with IDs, including exclusion from general education classes and school dropout. Although empirical investigations to address on-task behaviors is limited in Türkiye, Turkish educators indicated that one of their primary concerns was to manage off-task behaviors of students with disabilities in their classrooms. General education classroom teachers also have suggested that special education classrooms were a better placement for students with IDs because of the need to manage off-task behaviors via one-on-one or small group instructional arrangements. As a result of these off-task issues, there is a need for interventions to assist teachers in improving on-task behaviors of students with IDs which may, in turn, promote the inclusion of these students into general education classrooms. </p> <p>  One such intervention is self-management. Self-management strategies in general and self-monitoring in particular have been found to be effective in enhancing on-task behaviors of students with IDs due in part to intrusiveness, adaptability, and reactivity impact. These interventions can also be used to promote inclusion because the responsibility of behavior management passes from the teacher to the student.This change in responsibility could leave teachers more time to teach instead of providing continuous prompts given the higher teacher-student ration in general education classrooms. Unfortunately, there are several limitations in self-management research in Türkiye including the following: (a) the implementation of self-management interventions to improve on-task behaviors has been prominently conducted with students with autism spectrum disorders (ASD) and learning disabilities (LD); (b) the vast majority of these interventions has been conducted in segregated settings such as special education classrooms in middle school settings; and (c) systematic planning in generalization and maintenance has been lacking or limited that have caused lack of generalization of increased on-task behaviors to other settings. Given that Türkiye has only two studies investigated self-management interventions with students with IDs, these interventions have similar concerns as Western countries including lack of investigations in general education classrooms and the absence of generalization and maintenance planning.  </p> <p>In the current data set, self-management interventions (i.e., self-monitoring, self-evaluation, token economy) was utilized to improve on-task behaviors of 4 students with IDs in general education classrooms in Türkiye. A single case multiple-baseline across participants design was used. Therefore, this study aimed to investigate (a) the magnitude of the effect of self-monitoring of the on-task behaviors of Turkish students with IDs, (b) the extent to which the on-task behaviors of Turkish students with IDs generalized and maintained after exposure to self-monitoring training, (c) the effect of self-monitoring on the academic behaviors of Turkish students with IDs, and (d) the relationship between the implementation of self-monitoring and teacher reports on changes in students’ on-task behaviors.  Self-management interventions were implemented across three settings (i.e., Turkish-Language Art [TLA], math, social studies), and generalization data were collected in English-Language Art classes (ELA). Additionally, an average of 16-week maintenance data were collected from all the intervention settings (i.e., TLA, math, social studies). Based on two statistical analyses (i.e., Tau-U and Performance Criteria Based Effect Size [PCES]), the effect of self-management interventions was <em>immediate</em>, <em>generalized</em> across settings, and <em>maintained</em> over long period of time. PCESimmediate was computed to be 1.14 with a significant effect. The overall impact of the Tau-<em>U</em> intervention was 1.00 CI95 (.705 to 1.00), with generalization and maintenance effects of 1.00 CI95 (.695 to 1.00) and 1.00 CI95 (.592 to 1.00), respectively. The total PCES values were determined to be 1.2 for high effectiveness, 1.08 for generalization, and 1.2 for strong effect maintenance. The classroom teachers’ overall classroom behavior ratings were also aligned with the increased on-task behaviors. Therefore, study findings suggested that self-management interventions that originated in the West can be implemented in diverse cultural contexts, specifically with Turkish students with IDs in inclusive classrooms. Implications for future studies are discussed.   </p>

Studiens övergripande syfte är att undersöka möjligheter och hin-der till att genomföra sex- och samlevnadsundervisning inom gym-nasiesärskole- och habiliteringsverksamheter. Bakgrunden är att unga med intellektuella funktionsnedsättningar har sämre kun-skaper om kropp, sexualitet och samlevnad än andra. Studien syftar till att undersöka personalens attityder till och erfarenheter av sex- och samlevnadsundervisning. Fokus ligger på 1) målsättningen med sex- och samlevnadsundervisning, 2) sexualitet, könsnormer och heteronormen, och 3) egna förutsättningar att arbeta med sex- och samlevnadsundervisning. Empirin insamlades med hjälp av kvalita-tiva fokusgrupper och analyserades med stöd av teorin om sociala representationer. Studiens resultat visar bl.a. att sexualitet hos unga med intellektuella funktionsnedsättningar främst ses ur ett riskper-spektiv. De tillskrivs ett ansvar att hantera sexuella risker samtidigt som de anses sakna förmåga att ta detta ansvar. Deras sexualitet görs till en annorlunda typ av sexualitet där den s.k. normala sexua-liteten definieras som den hos personer utan intellektuella funkt-ionsnedsättningar. Flickors och homo-, bi, -trans- och queerperso-ners sexualitet problematiseras oftare jämfört med pojkars och heterosexuella ungdomars. Personalen anser sig sakna utbildning och mandat från arbetsgivares sida att arbeta med ämnet. Studien visar på vikten av utbildnings- och stödinsatser riktade till gymnasi-esärskole- och vuxenhabiliteringspersonalen avseende sex- och samlevnadsundervisning, vilket kommer unga med intellektuella funktionsnedsättningar till gagn. / The overall aim is to investigate the possibilities and barriers to the implementation of sexuality education in special schools and habili-tation services in Sweden. Young people with intellectual disabilities have less knowledge about their body, sexuality and relationships compared to others. The study aims to examine attitudes to and ex-periences of sex education among staff in special schools and habili-ation services. It focuses on their view on 1) the objective of sex and relationship education, 2) sexuality, gender norms and heteronor-mativity, and 3) the staff´s own abilities to work with sexuality edu-cation. The empirical data has been collected using qualitative focus groups and analyzed on the basis of the theory of social representa-tions. The results demonstrate among other things that sexuality in young people with intellectual disabilities is mainly viewed from a risk perspective. They are attributed a responsibility to deal with sexual risks while lacking the capacity to take on this responsibility. Their sexuality is made to a different type, where the so-called nor-mal sexuality is defined as that in individuals without intellectual disabilities. Girls and lesbian, gay, bi, trans and queer people's sexu-ality is problematized more often than that of boys and heterosexual adolescents. Staff lacks training and support to work on the topic. The study shows the importance of education and support interven-tions aimed at special schools and habilitation services regarding sexuality education, which will be beneficial young people with in-tellectual disabilities.

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