Legislating Inclusion: A Systematic Review of U.S. Policies and Practices for Students with Intellectual Disabilities
DOI:
https://doi.org/10.5281/zenodo.15703012Keywords:
intellectual disability, inclusive education, special education policy, IDEA, CRPDAbstract
This research paper critically examines the contemporary landscape of intellectual disability (ID) in the United States, with a particular focus on inclusive education, legal protections, academic outcomes, and evolving policy directions. Anchored in both national frameworks—such as the Individuals with Disabilities Education Act (IDEA) and the Americans with Disabilities Act (ADA)—and international instruments like the United Nations Convention on the Rights of Persons with Disabilities (CRPD), the study highlights the tension between inclusive ideals and practical implementation. Through a review of recent empirical studies, comparative perspectives, and philosophical discourses, the paper explores key issues such as classroom placement trends, the contested model of total inclusion, and systemic barriers to equity for students with severe intellectual disabilities. While the U.S. has made significant progress in adopting rights-based educational reforms, implementation remains uneven across districts and states. Educator preparedness, individualized support services, and resource disparities continue to hinder meaningful inclusion. The findings emphasize the need for evidence-based strategies, ethical leadership, and holistic educational planning that address both academic achievement and social integration. Ultimately, this paper advocates for inclusive practices that are both legally grounded and pedagogically sound, ensuring that all students with intellectual disabilities are provided with equitable opportunities to learn and thrive.
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