Developing culturally responsive and relevant individualized educational programs (IEP) is becoming increasingly more important as the student population becomes more diverse. Current supports available for IEP teams primarily address the technical aspects of the IEP (e.g., writing goals that are measurable) but offer little assistance in designing culturally responsive and relevant IEPs. This article provides a tool and process for integrating culturally responsive and relevant aspects into the IEP document and process. The Culturally Responsive and Relevant IEP Builder (CRRIB) was developed to guide IEP teams through this process and could be used to conduct assessments, evaluate current practices, and guide the development of interventions, strategies, and supports for students. The CRRIB helps maintain the team’s focus on enhancing the student’s cultural competence, incorporating the student’s prior experiences, and valuing the family’s frame of reference. A sample of the CRRIB with student information is included.
Socially and legally it is acknowledged that families with children with disabilities are a critical component of any educational program or Individualized Education Plan (Yell, 2002). Indigenous families with children who have disabilities face unique additional challenges in working collaboratively with schools and education professionals. Parent Training and Information Centers started as a result of federally funded research on the needs of families of children with disabilities. The unique challenges faced by Indigenous families with children who have disabilities are discussed, with particular attention to the critical issues impacting social equity and post secondary education outcomes. An innovative outreach model is discussed for its potential in meeting the needs of Indigenous families with children who have disabilities. Components of the model are described as well as the continuing outreach challenges. The authors conclude with directions for future outreach strategies and research with Indigenous families and communities.
Young adults with intellectual and developmental disabilities (IDDs) are at an increased risk of developing mental health disorders. Mindfulness may be one strategy that can help support the mental health needs of this particular population; however, those with (IDDs) may need additional support in cultivating the practice. The purpose of this study was to investigate the use of a wearable device designed to provide neurofeedback to help promote state mindfulness in young adults with (IDDs). Additionally, attention and affect mechanisms were examined, as well as the social validity of using the wearable device. Using an A-B-A-B single-subject study design, five ( age range = 18–25) students completed 20 sessions that consisted of listening and not listening to neurofeedback. Results provide some support for the positive effect of neurofeedback on state mindfulness, paying attention to the breath, and positive affect. All five students reported acceptability of using the device.
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