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"The key characteristics of students with intellectual disability significantly show that they are below grade level in reading and learning basic math skills. Their cognitive skill deficits are memory, slow learning rates, attention, and generalization. Students have difficulty remembering information especially short-term memory. They have a hard time remembering a specific sequence of job tasks or following instructions. Individuals with intellectual disabilities often have difficulty sustaining attention to learning tasks and lack interest in learning or problem-solving tasks. Individuals with intellectual disabilities have substantial deficits in adaptive behavior. They show limitations in self-care skills such as dressing, eating, and hygiene. Making and sustaining friendships and personal relationships can be challenging due to inappropriate behaviors and poor language development. Language and communication skills fall behind the average. School learning also can be challenging because they acquire new knowledge and skills slower than their typical developing peers. They may need 20 to 30 more trials to learn a geometry concept while the typical developing peers may take only 2 or 3 trials."

Intellectual Disability | Cal State LA. (n.d.). Retrieved July 22, 2024, from https://www.calstatela.edu/coe/cats/intellectual-disability

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"Some school districts claim that almost 100% of their students exit their schools with Standard, General Education Degree or IEP diplomas. Does this mean that all who are awarded a diploma have met the same educational standards? No. Does this mean that college admission officers can be confident that one who has a diploma has the academic skills needed for success in the first year of college? No. Does this mean that an employer can trust that twelfth grade level academic skills are in the repertoires of the graduates? No. Does this mean that all who earn or are awarded a diploma can read at the third grade level? No. What can we confidently infer about a student with a high school diploma? Very little, or close to it. If we cannot trust grades, credits, course titles or letters of recommendation from school personnel, how can we make reasonably valid predictive decisions about the meaning of a diploma? Indeed, high school diplomas are like going to the senior prom, on the senior trip or participating in a graduation ceremony. They are nice to experience, but they are not meaningful school outcomes"

Educational Standards for Students with Significant Intellectual Disabilities. (n.d.). Retrieved July 22, 2024, from http://www.inclusioncampaign.org/wp-content/uploads/2014/11/STANDARDS+TASH+CONNECTIONS-FEB-1-2014.pdf

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Significant below-average general intellectual functioning with deficits in adaptive behavior

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Identified between birth and 18 years of age

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# of students 418,540

6.9% of all students receiving IDEA services

0.62% ages 6-21

Students in General Education 80% or More of the School Day 16.9%

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Adversely affects educational performance

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"Communication boards. Some students with significant dis abilities use communication boards. These boards may be as simple as a set of pictures that depict common tasks or needs. The student points to the appropriate picture using a finger, fist, elbow, eyes, or alternative means such as a head pointer. More complex communication boards are electronic." page 194

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"While an extensive body of research has examined the outcomes of inclusion for pupils with special needs, in particular learning disabilities, its effects on the development of children with intellectual disabilities (ID) have been less explored. As inclusive practices tend to be more common for this group of children, it is important to acquire more knowledge on this issue."

"Included children made slightly more progress in literacy skills than children attending special schools. No differences were found between the progress of the two groups in mathematics and adaptive behaviour."

Dessemontet, R. S., Bless, G., & Morin, D. (2012). Effects of inclusion on the academic achievement and adaptive behaviour of children with intellectual disabilities. Journal of intellectual disability research : JIDR, 56(6), 579–587. https://doi.org/10.1111/j.1365-2788.2011.01497.x

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"The results suggest that including children with ID in primary general education classrooms with support does not have a negative impact on the progress of pupils without disability."

Sermier Dessemontet, R., & Bless, G. (2013). The impact of including children with intellectual disability in general education classrooms on the academic achievement of their low-, average-, and high-achieving peers. Journal of Intellectual & Developmental Disability, 38. https://doi.org/10.3109/13668250.2012.757589

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"Many individuals with disabilities exit school and enter community colleges or vocational/technical schools. After brief stays, they flunk or drop out and join the ranks of the unemployed"

Educational Standards for Students with Significant Intellectual Disabilities. (n.d.). Retrieved July 22, 2024, from http://www.inclusioncampaign.org/wp-content/uploads/2014/11/STANDARDS+TASH+CONNECTIONS-FEB-1-2014.pdf