Sustainable Learning for Students with Intellectual Disability: A Cross-Curricular Approach to Adaptive Skill Development
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| Title: | Sustainable Learning for Students with Intellectual Disability: A Cross-Curricular Approach to Adaptive Skill Development |
|---|---|
| Language: | English |
| Authors: | Kayla Canis (ORCID |
| Source: | Educational Considerations. 2026 51(2). |
| Availability: | Kansas State University, College of Education. Available from: New Prairie Press. Kansas State University Libraries, 1117 Mid-Campus Drive North, Manhattan, KS 66506. Tel: 785-532-7444; e-mail: nppress@ksu.edu; Web site: http://newprairiepress.org/edconsiderations/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | High Schools Secondary Education Postsecondary Education |
| Descriptors: | Sustainability, Students with Disabilities, Intellectual Disability, Skill Development, Integrated Curriculum, Integrated Activities, Lesson Plans, Individualized Education Programs, Special Education, High School Students, Individualized Transition Plans, Postsecondary Education |
| ISSN: | 0146-9282 2573-7686 |
| Abstract: | Adaptive skills are crucial for students with intellectual disability (ID) particularly in preparing for post-secondary transition and long-term independence as it allows them to take care of themselves, communicate effectively, and participate fully across settings. Special education teachers and related service personnel play a major role in helping students with ID build adaptive skills. As such, the focus of this paper is to highlight how sustainable adaptive skill development can be strengthened through Individualized Education Program (IEP) goals and instructional practices. Specifically, the paper outlines: (a) the value of integrating adaptive skills within academic instruction through cross-curricular activities that foster meaningful, real-world connections, (b) practical strategies to help design instruction that aligns with students' individualized needs while reinforcing functional outcomes, and (c) the role of educator training and professional learning in supporting the successful implementation of adaptive skill instruction. The intent is to raise awareness, offer actionable strategies, and promote thoughtful IEP development that supports students in leading successful, independent lives. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1491443 |
| Database: | ERIC |
| Abstract: | Adaptive skills are crucial for students with intellectual disability (ID) particularly in preparing for post-secondary transition and long-term independence as it allows them to take care of themselves, communicate effectively, and participate fully across settings. Special education teachers and related service personnel play a major role in helping students with ID build adaptive skills. As such, the focus of this paper is to highlight how sustainable adaptive skill development can be strengthened through Individualized Education Program (IEP) goals and instructional practices. Specifically, the paper outlines: (a) the value of integrating adaptive skills within academic instruction through cross-curricular activities that foster meaningful, real-world connections, (b) practical strategies to help design instruction that aligns with students' individualized needs while reinforcing functional outcomes, and (c) the role of educator training and professional learning in supporting the successful implementation of adaptive skill instruction. The intent is to raise awareness, offer actionable strategies, and promote thoughtful IEP development that supports students in leading successful, independent lives. |
|---|---|
| ISSN: | 0146-9282 2573-7686 |
