The impact of support services on students’ test anxiety and/or their ability to submit assignments: a focus on vision impairment and intellectual disability

The dream school: Mind‐changing perspectives of people with intellectual disabilities

“…Previous studies have focused exclusively on aspects such as the evaluation of the contents (Datta & Talukdar, 2017), classroom methodology (Carter et al, 2011;Fajardo et al, 2014), interpersonal relations (Pham & Murray, 2016) or the feeling of belonging in schools (Goodall, 2018;Stiefel et al, 2018). However, such objectives constitute a long path that cannot afford to fall into utopia.…”

“…The main contribution of our study is that it is the first to delve into the dream school of people with intellectual disabilities. Previous studies have focused exclusively on aspects such as the evaluation of the contents (Datta & Talukdar, 2017), classroom methodology…”

“…The search for the ideal model for educational inclusion is a pro- In relation to intellectual disability, the analysis of how to improve the school has also been addressed in some studies (Datta & Talukdar, 2017;Fajardo et al, 2014;Hall & Theron, 2016). From a structural and organizational point of view, exploratory studies point out the importance of physical aspects that are necessary in schools to create environments that favour learning (Boynton & Mahon, 2018;Priyanka & Samia, 2018).…”

“…Other authors defend peer support, highlighting cooperative learning and tutorship among peers to handle diversity in the classroom (Carter, Moss, Hoffman, Chung, & Sisco, 2011). Adapting texts to easy read formats and adjusting assessments have shown to be essential to adequately attend to the diversity of students in the school (Datta & Talukdar, 2017;Fajardo et al, 2014). However, the multi-method study carried out by Tones et al (2017) concluded that teachers are more receptive to the design of curricular adjustments for students with sensory and/or physical disabilities, and that it is more difficult for them to adapt their curriculum to students with intellectual disabilities.…”

The importance of dignity and choice for people assessed as having intellectual disabilities

“…While the prevalence of programs has grown, there is a lack of research in the literature assessing their effectiveness, purpose and outcomes (Parsons, 2004). Most studies continue to focus on outcomes in residential services or schools (Datta and Talukdar, 2017; Hendrickson et al, 2015; Mariz et al, 2017) with day program outcomes considered an afterthought, leaving a significant gap in the literature. In addition, while residential services are highly regulated, up until 2006 there were no federal standards for day treatment centers (Kaufman, 2006b).…”