Global Issues and Perspectives in Education for Students with Intellectual Disability

Students with intellectual disability (ID) represent an estimated 1–2% of the population worldwide. While educational opportunities, services, and supports have and continue to vary across the globe, increased international commitment to the rights of children with disabilities has resulted in improved access to education for students with ID. The perspectives of teachers, parents, and students with ID themselves are critical in understanding key elements related to special education and how they vary around the world. This chapter provides an overview of the international research involving these perspectives on three essential topics for the education of students with ID: educational placement (i.e., the location of instruction and support), instructional content (i.e., subjects taught and topics receiving educational focus), and educational services and supports (i.e., the strategies, tools, and resources employed to improve student outcomes). While studies centering on the voices of students with ID are more limited, teachers’ and parents’ perspectives can be characterized as having some commonalities but as ultimately distinct. For example, teacher and parent views of educational placement tend to be tied to instructional content, with inclusive settings considered less conducive to teaching functional curricula. Similarly, parents tend to view educational placement in relation to supports and services, whereas teachers’ thinking relates more to their own capacity to develop and deliver such supports. Discussion of these topics is presented from each perspective and emphasizes the importance of including the voices of students with ID in educational research.