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Inequities exist for students with intellectual disability (ID) and extensive support needs (ESN) around the world with social contexts shaping how students with disabilities are educated. Policies, social movements (e.g., neurodiversity), and theories (e.g., critical disability, sociocultural, and intersectionality) ask educators to reframe how we define, address, and educate individuals with ID and ESN (World Health Organization, 2022) including addressing their sociocultural identities. This chapter presents sociocultural sustaining pedagogy in the educational frameworks of universal design for learning (UDL) and multi-tiered systems of support (MTSS) to educate and meet the needs of students with ID and ESN.

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Educational Frameworks for Students with Intellectual Disability and Extensive Support Needs: Sociocultural Sustaining Pedagogy

  • 工具书词条

  • 发表日期：

    2025年

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  • L. Lynn Stansberry Brusnahan,
  • Marcus C. Fuller,
  • Elizabeth A. Harkins Monaco

摘要

Inequities exist for students with intellectual disability (ID) and extensive support needs (ESN) around the world with social contexts shaping how students with disabilities are educated. Policies, social movements (e.g., neurodiversity), and theories (e.g., critical disability, sociocultural, and intersectionality) ask educators to reframe how we define, address, and educate individuals with ID and ESN (World Health Organization, 2022) including addressing their sociocultural identities. This chapter presents sociocultural sustaining pedagogy in the educational frameworks of universal design for learning (UDL) and multi-tiered systems of support (MTSS) to educate and meet the needs of students with ID and ESN.