Abstract:

Inclusion of people with special needs in schools and in the society, along with preparing them to become members of the society they live in, are the main goals educators often define. Nevertheless, there is almost no examination of such long-term goals. For example, only in recent years a number of teachers with learning or other disabilities have entered the system (Flavian, 2011, 2015). But, the inclusion of adults with Developmental Intellectual Disability (DID) does not happen on an overt and regular basis. DID refers to limitations in intellectual functioning, deficits in adaptive functioning, communication, social skills, personal independence and academic functioning that were diagnose childhood or early adolescence (DSM-5, 2013). DID is diagnosed on a broad range of implications; At one end of the spectrum are adults who present significant difficulties in applying core thinking skills, whereas at the other end of the spectrum there are mild instances of DID for which, with appropriate specific mediation, a personalized curriculum and social support, the limitations on their independence in most areas of life can be avoided (Feuerstein, et al. 2006). Hence, the principle of including adults with DID, is reinforced and should be based on individual examination of each case.

This study examine why adults with DID have not yet been included in the education system and what can be done to enhance their inclusion in the future. To better understand the attitudes on the possibilities of such inclusion, this study involved individual in-depth semi-structured interviews with 75 educational leaders. Interviews also examined how adults with DID can be trained for educational work, and what support might be need in order to ensure that these adults can both contribute and benefit from their inclusion.

Two main conclusion evolved from this research:
1) participants stated very clearly that they do not object including adults with DID in the education system and would even be happy to do so,
2) Inclusion of adults with DID should require professional preparation of the staff, the parents and the students alongside preparation of technological support adaptations that will allow adults with DID independence,
3) Educators need to better learn about DID, as of the fact that most of the participants were unable to describe its characteristics in terms of social behavior, learning abilities and daily independence.

From these key findings and because of the importance of maintaining the quality of the education system, there is further reinforcement of the question of how the implementation of the long-term goals of an education system can be monitored in order to promote and improve its quality and its impact on the shaping of society.

References:
[1] American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th Ed.). Arlington, VA: American Psychiatric Publishing
[2] Feuerstein, R., Feuerstein, R. S., Falik, L., & Rand, Y. (2006). The Feuerstein Instrumental Enrichment Program. An Intervention program for cognitive modifiability. Jerusalem, IL: International Center for Enhancement of Learning Potential (ICELP).
[3] Flavian, H. (2011). Teachers with learning disabilities: Modelling coping mechanisms in the classroom. Education Canada, 51(3), 31-33
[4] Flavian, H. (2015). Including teachers with learning disabilities: Advantages, disadvantages and questions from the perspective of school principals. MOFET, 56, 22-25

Keywords:

Inclusion, Developmental Intellectual Disability, Quality, Education.