Introduction to the Special Issue: Advancements in Interventions and Supports for People with Autism, Intellectual, and Developmental Disabilities to Improve Access to Inclusive community-Based Settings

• Published in: Journal of developmental and physical disabilities Vol. 36; no. 6; pp. 951 - 954
• Main Authors: Randall, Kayla, Gregori, Emily, Neely, Leslie
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.12.2024; Springer Nature B.V
• Subjects: Access; Access to education; Autism; Autistic children; Behavioral Science and Psychology; Child and School Psychology; Coaching (Performance); Community Services; Conflict of Interest; Conflicts of interest; Copyrights; Developmental disabilities; Disability; Educational Psychology; Generalization; Inclusion; Informal education; Interpersonal Competence; Intervention; Long term; Native Language; Opportunities; Original Article; Outcomes of Treatment; Pediatrics; People with disabilities; Periodicals; Physical Activities; Physical Disabilities; Place Based Education; Psychology; Public Health; Qualitative research; Quality of life; Research methodology; School Policy; Self Determination; Social Problems; Teaching Skills; Token Economy; Young adults; Autism; Intellectual disability; Interventions; Inclusive settings; Developmental disabilities
• ISSN: 1056-263X; 1573-3580
• DOI: 10.1007/s10882-024-09992-2

The goal of this special issue is to highlight recent work advancing supportive interventions that facilitate meaningful access for persons with autism, intellectual and developmental disabilities to inclusive community-based settings. The special issue includes a literature synthesis focused on informal education settings, interventions for critical skills such as pool side safety, and articles focused on adults with disabilities. Notable strengths include long-term follow-up of intervention effects, investigation of novel settings such as airports and informal educational settings, and inclusion of adults with disabilities.