Sustainable Learning for Students with Intellectual Disability: A Cross-Curricular Approach to Adaptive Skill Development.

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Bibliographic Details
Title:	Sustainable Learning for Students with Intellectual Disability: A Cross-Curricular Approach to Adaptive Skill Development.
Authors:	Canis, Kayla¹ KaylaCanis@my.unt.edu, Smith, Kaylee¹ KayleePurvis@my.unt.edu, Ryan, Caitlyn² CaitlynRyan@my.unt.edu, Boesch, Miriam³ Miriam.Boesch@unt.edu
Source:	Educational Considerations. 2026, Vol. 51 Issue 2, p1-11. 11p.
Subject Terms:	Intellectual disabilities, Individualized education programs, Learning, Life skills, Student engagement, Interdisciplinary education, *Teaching methods, Transition to adulthood
Abstract:	The article focuses on the importance of developing adaptive skills for students with intellectual disabilities (ID) through a cross-curricular approach in education. It emphasizes that adaptive skills are essential for independence and success in various life domains, including employment and community involvement. The authors advocate for integrating adaptive skills into Individual Education Plans (IEPs) and academic curricula to enhance student engagement and prepare them for postsecondary transitions. The article also highlights the need for educators to employ diverse teaching methods and collaborative planning to effectively support the unique needs of students with ID, ultimately fostering their long-term independence and success. [Extracted from the article]
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Database:	Education Research Complete

Description
Abstract:	The article focuses on the importance of developing adaptive skills for students with intellectual disabilities (ID) through a cross-curricular approach in education. It emphasizes that adaptive skills are essential for independence and success in various life domains, including employment and community involvement. The authors advocate for integrating adaptive skills into Individual Education Plans (IEPs) and academic curricula to enhance student engagement and prepare them for postsecondary transitions. The article also highlights the need for educators to employ diverse teaching methods and collaborative planning to effectively support the unique needs of students with ID, ultimately fostering their long-term independence and success. [Extracted from the article]
ISSN:	01469282
DOI:	10.4148/0146-9282.2457