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MENTOR My experience as a researcher with disabilities Introduction  I am a researcher with an intellectual and developmental disability  I teach researchers without disabilities how, and work  People with intellectual or developmental disabilities (IDD) want to work, mentor  Kit Livingston, Peer mentor  Project TEAM will prepare youth with disabilities, participation. Peer mentoring  WHO:  Young adults with range of disabilities ages 16- 34

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Tips on enhancing a SIS Interview

and Research Briefs FAQS Contact Us Order SIS DABS DABS Literature Intellectual Disability Historical Context Criteria FAQs on Intellectual Disability Intersectionality, in place. The AAIDD booklet Guidelines for Interviewing People with Disabilities contains a good sample, up possibilities for people with disabilities. Natalie Ihli works for the School to Work Alliance program in Colorado Springs, CO and Colleen McLaughlin is with the Institute on Disabilities

https://www.aaidd.org/sis/training/articles/tips

GEM_newsletter_06

human rights for people with intellectual and developmental disabilities. AAIDD's Principles: AAIDD, full societal inclusion and participation of people with intellectual and developmental disabilities, by recognizing the contributions of people with intellectual disabilities. 5. Promoting genuine, with intellectual and developmental disabilities. Participateinthe development of a society that fully includes individuals with intellectual and developmental disabilities. Build an effective, responsive

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Improving Uptake in Regional Center Services Using Program Data to Identify Predictors of Under-Utilizationand Non-Utilization

American Journal on Intellectual and Developmental Disabilities Improving Uptake in Regional, ” regional centers for individuals with intellectual disabilities ("Association of Regional Center, to individuals with developmental disabilities and their families across the lifespan. The Lanterman Act outlines the rights of individuals with developmental disabilities and how regional centers, , epilepsy, autism and intellectual disability. Additionally, other disabling 3 IMPROVING UPTAKE

https://www.aaidd.org/docs/default-source/prepressarticles/improving-uptake-in-regional-center-services-using-program-data-to-identify-predictors-of-under-utilizationand-non-utilization.pdf?sfvrsn=8e100021_0

What do transition assessments look like for students with a significant cognitive disability? A multistate survey of educational stakeholders.

on Intellectual and Developmental Disabilities [AAIDD], 2019a), which covers a variety of domains, , a conglomerate of disabilities (e.g., intellectual disability, autism spectrum disorder, multiple, . American Association on Intellectual and Developmental Disabilities (AAIDD). (2019a). Definition, American Association on Intellectual and Developmental Disabilities. (2019b). Joint position, . Intellectual and Developmental Disabilities, 50, 16-30. doi:10.1352/1934-9556- 50.1.16 Sitlington, P

https://www.aaidd.org/docs/default-source/default-document-library/deardorff.pdf?sfvrsn=78ea3621_0

Francis

with intellectual and developmental disabilities across the United States. Positive interactions between, in College: Perspectives of Young Adults with Intellectual and Developmental Disabilities, , and employment-related skills among young adults with intellectual and developmental disabilities, AND PROFESSIONALS IN COLLEGE: PERSPECTIVES OF YOUNG ADULTS WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES Grace L. Francis, Ph.D. gfranci4@gmu.edu George Mason University College of Education

https://www.aaidd.org/docs/default-source/default-document-library/francis.pdf?sfvrsn=6d753721_0

Francis

with intellectual and developmental disabilities across the United States. Positive interactions between, in College: Perspectives of Young Adults with Intellectual and Developmental Disabilities, , and employment-related skills among young adults with intellectual and developmental disabilities, AND PROFESSIONALS IN COLLEGE: PERSPECTIVES OF YOUNG ADULTS WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES Grace L. Francis, Ph.D. gfranci4@gmu.edu George Mason University College of Education

https://www.aaidd.org/docs/default-source/default-document-library/francis50f954ae9e8c6329b425ff0000b6faa6.pdf?sfvrsn=2b753721_0

Impact of Educational Placement on Goal Attainment of K-6 Students With Complex Needs

American Journal on Intellectual and Developmental Disabilities Impact of Educational Placement, classifications of intellectual disability, autism, and/or multiple disabilities (Taub et al, : AJIDD-D-23-00074R2 Article Type: Research Report Keywords: complex support needs, intellectual, with disabilities who take their state’s alternate assessment, have support needs across multiple life, complex support needs (i.e., falling in the 1% of students with disabilities who take their state’s

https://www.aaidd.org/docs/default-source/prepressarticles/impact-of-educational-placement-on-goal-attainment-of-k-6-students-with-complex-needs.pdf?sfvrsn=be260121_0

Healthy Nutrition for Adults With Intellectual Disability: Piloting a Mobile Health Application and Self-Management Intervention

Healthy Nutrition for Adults With Intellectual Disability: Piloting a Mobile Health Application and Self-Management Intervention, Intellectual and Developmental Disabilities Healthy Nutrition for Adults with Intellectual, , Intellectual and Developmental Disabilities We appreciate you overseeing the review process for our manuscript, weight loss diets in overweight and obese adolescents with intellectual and developmental disabilities, teaching life skills to students with intellectual and other disabilities. Participants in this pilot, -- Manuscript Number: IDD-D-22-00084R1 Article Type: Research Keywords: adults; intellectual

https://www.aaidd.org/docs/default-source/prepressarticles/healthy-nutrition-for-adults-with-intellectual-disability-piloting-a-mobile-health-application-and-self-management-intervention.pdf?sfvrsn=e7d60321_0

Feedback and strategies from individuals with intellectual disability completing a personalized online weight loss intervention: A qualitative analysis

Feedback and strategies from individuals with intellectual disability completing a personalized online weight loss intervention: A qualitative analysis, weight loss needs. Introduction Individuals with intellectual and developmental disabilities (IDD, children with developmental disabilities. Intellectual & Developmental Disabilities, 33(1), 43–47. doi, in the United States. Journal of Intellectual Disabilities, 21(4), 387–400. doi:10.1177/1744629516660417, of adolescents with intellectual disabilities. Journal of Intellectual Disability Research, 55(11, promotion interventions: What is working for people with intellectual disabilities? Journal

https://www.aaidd.org/docs/default-source/default-document-library/guerra.pdf?sfvrsn=288e3621_0

Advocacy and Research Coming Together

Experience, intellectual and developmental disability, advocacy Corresponding Author: Askia Adams, are involved, the research is going to be more meaningful to people with disabilities. Powered, are involved, the research is going to be more meaningful to people with disabilities. Keywords. Inclusive Research, Lived Experience, intellectual and developmental disability, advocacy Advocacy, on Developmental Disabilities, (KUCDD; the UCEDD in Kansas). My educational background includes a bachelor

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Facets of faith: Spirituality, religiosity, and parents of individuals with intellectual disability

Facets of faith: Spirituality, religiosity, and parents of individuals with intellectual disability, of parents and caregivers of individuals with intellectual disabilities is also important, ]Tennessee focused on families with a member with intellectual and developmental disabilities, , X. (2012). Family quality of life of Chinese families of children with intellectual disabilities, : Reconciliation and Fragile X syndrome. Intellectual and Developmental Disabilities, 48, 99–111. doi, : American Association on Intellectual and Developmental Disabilities. Reynolds, M. C., Gotto, G. S

https://www.aaidd.org/docs/default-source/default-document-library/boehm.pdf?sfvrsn=a38e3621_0

“A Life That Feeds Her Soul.” Caregivers’ Perspectives of Their Youth With Significant Support Needs Transition to Employment

disabilities, autism spectrum disorder, intellectual and developmental disabilities, and those who, with intellectual and developmental disabilities about their perspectives on meaningful work, amongst intellectual and developmental disability, autism spectrum disorder, and multiple disabilities, with disabilities post-school life significantly predict their engagement in employment. However, of their youth with significant disabilities is crucial. Within this study, we examine the expectations

https://www.aaidd.org/docs/default-source/prepressarticles/a-life-that-feeds-her-soul-caregivers-perspectives-of-their-youth-with-significant-support-needs-transition-to-employment.pdf?sfvrsn=d9af0721_0

Health Mental Health Vision and Dental Care

The AAIDD Email List American Association on Intellectual and Developmental Disabilities, and Research Briefs FAQS Contact Us Order SIS DABS DABS Literature Intellectual Disability Historical Context Criteria FAQs on Intellectual Disability Intersectionality, of AAIDD and The Arc Statement All people, including people with intellectual and developmental disabilities (IDD)*, should have timely access to high quality, comprehensive, accessible, affordable

https://www.aaidd.org/news-policy/policy/position-statements/health-mental-health-vision-and-dental-care

FAQS

American Association on Intellectual and Developmental Disabilities (AAIDD) 8403 Colesville, and Research Briefs FAQS Contact Us Order SIS DABS DABS Literature Intellectual Disability Historical Context Criteria FAQs on Intellectual Disability Intersectionality, specifically for use with people with intellectual disability?Yes. The SIS-A was normed, with other types of disabilities. How are the SIS-A and SIS-C different from adaptive behavior

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Preliminary Reliability and Validity of the Self-Determination Inventory Student Report French Translation

Intellectual and Developmental Disabilities Preliminary Reliability and Validity of the Self, : Student Report; youth with and without disabilities; French-speaking countries Corresponding, . Data was collected with 471 French-speaking youth with and without disabilities in Canada, with and without disabilities, and students with disabilities descriptively scored lower. Overall, of this manuscript for readers of IDD, many of who support a wide range of individuals with intellectual

https://www.aaidd.org/docs/default-source/prepressarticles/preliminary-reliability-and-validity-of-the-self-determination-inventory-student-report-french-translation.pdf?sfvrsn=38d60321_0

Physical activity and sedentary behavior among US children with and without down syndrome: The national survey of children's health

likelihood of regular physical activity among all subgroups with developmental disabilities/special, al., 2010; Presson et al., 2013). Down syndrome is characterized by intellectual disability, characteristics of children with Down syndrome, children with other developmental disabilities or special, syndrome, children with other developmental disabilities or special health care needs, and typically, care needs, children without high impact developmental disabilities, children with high impact

https://www.aaidd.org/docs/default-source/default-document-library/diaz.pdf?sfvrsn=ce8c3621_0

The Behavioral Profile of SYNGAP1-Related Intellectual Disability

The Behavioral Profile of SYNGAP1-Related Intellectual Disability, American Journal on Intellectual and Developmental Disabilities The behavioural profile, in Intellectual Disabilities, 11(3), 239–246. de Bildt, A., Kraijer, D., Sytema, S., & Minderaa, R. (2005, Research in Intellectual Disabilities, 7(4), 287–305. https://doi.org/10.1080/19315864.2014.920941, . (2010). Adaptive Behavior Among Adults With Intellectual Disabilities and Its Relationship to Community Independence. Intellectual and Developmental Disabilities, 48(3), 209–215. https://doi.org

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Respite Support from Adolescence to Adulthood in Families of People with Neurodevelopmental Disorders

Intellectual and Developmental Disabilities Respite Support from Adolescence to Adulthood, of individuals with intellectual disabilities and challenging behaviour: A meta‐ synthesis of qualitative research. Journal of Applied Research in Intellectual Disabilities, 27(5), 401-419. Hall, H. R, with intellectual and developmental disabilities. International Journal of Developmental Disabilities, 64(4–5), 288, perspective. Journal of Intellectual Disabilities, 21(4), 366-386. Sparrow, S. S., Cicchetti, D. V

https://www.aaidd.org/docs/default-source/prepressarticles/respite-support-from-adolescence-to-adulthood-in-families-of-people-with-neurodevelopmental-disorders.pdf?sfvrsn=3b7c0021_0

Seeking social learning Online self-education in parents of children with intellectual and

Seeking social learning Online self-education in parents of children with intellectual and, Intellectual and Developmental Disabilities Seeking social learning: Online self-education in parents of children with intellectual and developmental disabilities. --Manuscript Draft, learning: Online self-education in parents of children with intellectual and developmental disabilities, outcomes of children who experience intellectual and developmental disabilities (IDD). Parents want, disability or are they just coping? A qualitative exploration. Journal of Intellectual Disabilities, 21(4

https://www.aaidd.org/docs/default-source/prepressarticles/seeking-social-learning-online-self-education-in-parents-of-children-with-intellectual-and.pdf?sfvrsn=f89a3e21_2

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