Conclusion

In this chapter, we learned about students with intellectual disabilities, the impacts on their development and school success, and support for them in our classrooms, including proper identification. We processed our learning through the experiences of “Nolan,” a third-grader.  We also learned about the most current trends in equity and inclusion concerning students with ID. The information details what has been consistently successful and promising directions but not extensively researched, yet worthy of consideration. These less-studied theories and perspectives must be considered to address widespread systemic inequities across K–12 education and improve outcomes for students with disabilities.