Background: Mock or practice interviews have become a typical tool for transition programs for individuals with intellectual and developmental disabilities. Method: We examined what interview skills were most associated with subsequent employment for individuals intellectual and developmental disabilities via practice interviews. The likelihood of…

Background: This study aimed to be the first to assess the effectiveness of teaching a particular peer revision strategy (POW + WWW, What = 2, How = 2 + RPRS), on the story-writing abilities of students with intellectual disabilities (ID) and their non-disabled peers. Method: A multiple-probe technique was used. Participants included three…

Background: This meta-analysis focused on the teaching of skills to individuals with intellectual disability (ID) to maximise independence increase the likelihood of full participation in all aspects of life, economic self-sufficiency, and independent living. Visual activity schedules (VAS) is an intervention with a growing evidence base that…

Background: Very few studies have evaluated the performance of transition to work (TTW) service providers after the TTW program was implemented in New South Wales, Australia since 2005. This paper examines employment outcomes achieved by 35 TTW service providers in Sydney. Method: Descriptive statistics and chi-square were used to analyse the TTW…

Background: Applying Benson's program of validation (Benson, 1998) we provide evidence supporting the validity of a projective instrument that assesses the autonomous motivation of students with impaired cognitive abilities. Method: Eighty-eight grade 7-9 students diagnosed with cognitive impairment participated in this study. Participants'…

Background: Different roles and responsibilities are required of school professionals to facilitate students' successful transition from school to post-school lives. Special educators' involvement in transition services is essential for better post-school outcomes for students with disability. Method: The Transition Involvement Survey with five…

Background: Few studies have investigated transition programs and outcomes for young adults with disabilities as viewed from the parent perspective. The current Australian study provided a voice for parents to report on the experiences of and outcomes for young adults following their recent transition from school into post-school life. Method: A…

Background: We tested whether social and educational integration combined with training in awareness of disability for secondary school students resulted in more positive, long-lasting attitudes about educational and social inclusion of people with an intellectual disability. Method: Attitudes of 259 participants (116 males, 143 females) were…

Background: There is a dearth of empirical research pertaining to the perceptions of students with mild disabilities of the academic and social outcomes of classroom support mechanisms. The absence of suitable measures is a primary issue contributing to this situation. Method: The present study reports the development and utility of the…

Over the last decade increased attention has been paid to identifying and responding to the mental health needs of children and adolescents with intellectual disabilities. There is, however, little information available on the use of self-report scales by young people with intellectual disabilities. This study sought to determine the reliability…