Limited research exists on teaching social studies content, including intervention research, in
inclusive settings for students with intellectual and developmental disabilities. The purpose of
this exploratory project was to evaluate the use of participation plans for supporting students
with intellectual and developmental disabilities in inclusive high school social studies
classrooms. The study addressed two questions: (1) To what extent can students with IDD learn
prioritized social studies content and skills in inclusive secondary settings? and (2) How do
participation plans support students in learning prioritized social studies content and skills in
inclusive general education settings? A university research team supported a public high school
staff to employ a single-case, multiple baseline design across prioritized skills (knowledge of
content, vocabulary, and summarization) and participants. Results showed students’ correct
responses increased across prioritized skills after the team began using the participation plans.
This discreet intervention exhibits promise for school staff (i.e., teachers, paraprofessionals)
needing mediating tools for effective inclusive education. We discuss implications for future
research and practice
