Abstract
Students with an Intellectual Disability (ID) have complex learning and behavioral needs that can complicate educational programming and compete with their ability to fully participate in their education. This work aims to provide a conceptual understanding of the behavioral complexities involved in instructing students with intellectual disability through a review of the traditional evidence base as well as through the integration of more contemporary models of compassionate educational service delivery. Implications for teacher development, pre-service programming, and future research directions are also provided.
Keywords: Intellectual Disability, challenging behavior, compassionate education, behavior analysis, PBIS
