Collaborative Development of Teaching Practices for Students with Intellectual Disabilities

Background: This research focuses on enhancing teaching practices for students with intellectual disabilities (ID) within a Swedish research and development program (KASK). Spanning seven municipalities, the initiative promotes collaboration between researchers and practitioners through research circles, in which professionals read research add apply it to refine didactic strategies, aligning teaching with local conditions, students’ individual needs and overarching educational goals. Methods: The evaluation of the program employs logbooks and focus group interviews. Approximately 150 participants, including teachers and school leaders who, lead 42 development groups. Focus group interviews conducted in 2024 explore reflections of educators with a leading role on their teaching practices and the impact of local factors on their work. Preliminary Findings: Early analyses indicate progress in several areas: Communication support: Increased use of structured methods, including augmentative and alternative communication (AAC), to enhance students’ ability to participate and express themselves. Adapted learning environments: Inclusive and engaging settings fostering student participation. Goal attainment: Notable student progression in acquiring subject-specific and functional skills. Educators report increased didactic awareness and the ability to adapt practices to students’ needs. Conclusions: The program’s collaborative framework facilitates meaningful reflection and integration of local conditions, ensuring relevant and impactful teaching strategies. As the program moves toward its conclusion in 2025, it demonstrates the potential of joint initiatives to sustainably transform teaching for students with ID across diverse educational contexts.