We must ask the difficult questions around why students with intellectual and developmental disabilities are marginalized by our education system and what we plan to do about that going forward. In doing this we aim to move toward an education system that addresses the learning and social needs of all students without stigmatizing difference. 

To do this work we must consider both our mental models and our practice. We must first challenge current conceptualizations of disability that are rooted in eugenics resulting in the historical division of general and special education. On the practice level we must consider both how we can universal design education to be inclusive of all students and the specific and sometimes individualized considerations for good support. 

Inclusive education is about how we develop and design our schools, classrooms, programs and activities so that all students learn and participate together. 

Universal Design for Learning (UDL) is an instructional design framework that addresses learner variability by facilitating the removal of barriers in the curriculum (Center for Applied Special Technology, 2011). Through intentional planning, those working in education can address the variability of learners’ ability to access and understand information, engage with content and instruction, and express what they know.  

UDL better ensures that each student's learning will be personalized. The UDL framework reframes this juxtaposition of the general education curriculum and the individualization of the IEP by stating that the goal for all students is deep and sustained engagement in learning.    

Curriculum goals that are focused on the mastery of learning can address both content and the skills necessary to engage with the content, such as the ability to collaborate, communicate, get along with others, and be a member of a community.  More problem solving around barrier reduction to inclusive education is need for some students. Consideration needs to be given to their unique learning profile and how to ensure it fits within the larger context. 

Good support for the inclusion of a student with developmental and intellectual disabilities must be intentional, individualized, mindful and flexible. Supports must focus on the intersection of a specific person and a specific place and role on a community pathway. Good support changes as the person and place change. It answers the question What will support this person to be a full participant in what goes on here and to form good relationships with the other people here? 

Good support ultimately builds social capital. Thus, the components of building social capital outlined by Al Condeluci are also Important components of good support. These include (1) a focus on the capacities and assets of the student and their communities, (2) placing the whole range of relationships that ensure a quality life at the center of the work, and (3) ensuring that the work is driven by a vision generated by the student in collaboration with those who have a long-term stake in their lives.