Other Titles

Advancing the Future of Nursing Education in Intellectual and Developmental Disabilities (IDD)

Other Titles

Symposium Presentation

Abstract

Background: Curriculum content pertaining to the lifespan needs of individuals with intellectual and developmental disabilities (IDD) is not evident in nursing programs in the United States (US) despite national statistics that indicate 17% of the U.S. population are identified as having IDD [1-3]. Beginning with the Kennedy Administration in the 1960s, the U.S. federal government has made significant investments to improve services for the IDD population through the establishment of interdisciplinary educational networks, such as the University Centers for Excellence in Development Disabilities (UCEDD) and Leadership Education in Neurodevelopmental and Related Disabilities (LEND) [2]. For nurses interested in IDD specialty care, the UCEDD and LEND networks are available for pursuing additional education.

Methods: To address the limitations of nursing involvement with the provision of services to the IDD population, efforts have been undertaken by IDD nurse leaders to call attention to this void in nursing educational settings. US IDD nurse leaders, many of whom were involved with the development of the 3rd Edition of the American Nurses Association Intellectual and Developmental Nursing: Scope and Standards of Practice have authored several papers to call attention to this need and provided recommendations for addressing services needs of the ICC population in nursing curriculums[1,2, 4,5].

Results: Several strategies have been employed to bring greater attention to the obvious gaps in US nursing curriculums as it pertains to the IDD populations. These strategies include the publications of several papers, presentations and document analysis of the integration of IDD concepts that are authorized in federal and state legislations [1,2,5]. The findings of the analysis indicate gaps with the integration of IDD concepts in nursing education programs.

Implications: A relevant disconnect in nursing curriculums as it pertains to addressing the service needs of individuals with IDD. Additional efforts are needed to facilitate IDD content and concepts into nursing curriculums that align with legislative mandates, advocacy efforts and policymaking. Directed efforts are needed to foster partnerships with the IDD community to inform nurse educators as to the prioritization of needs, its cultural norms and advocacy practices.

Notes

Presenter notes available in attached slide deck.

References:

1. Fisher MJ, Graff JC, Hill C, LaMothe J, Nelson SR, Kent KA, Betz CL. Innovating Nursing Education Through Partnership With Individuals With Intellectual and Developmental Disabilities. Journal of Nursing Education. 2025;64(2):75-80. doi:10.3928/01484834-20240923-03

2. Graff JC, Fisher M, Hill L, Reaves RP, Nelson SR, Betz CL. Closing the nursing leadership gap: Leveraging partnerships with people with intellectual disabilities and developmental disabilities. Nurs Outlook. 2022 Sep 6:S0029-6554(22)00144-0. doi: 10.1016/j.outlook.2022.07.009. Epub ahead of print. PMID: 36085060.

3. Cooper SA, McLean G, Guthrie B, et al. Multiple physical and mental health comorbidity in adults with intellectual disabilities: population-based cross-sectional analysis. BMC Fam Pract. 2015; 16:110. Published 2015 Aug 27. doi:10.1186/s12875-015-0329-3

4. Betz, CL, Adams, J, Burkett, KW, Chouteau, W, Conley, LA, del Rosario, E, Farley, J, Feeg, V, Fleming, L, Franklin, MS, Graff, JC, Krajicek, M, Kronk, R, Minchella, L, Moore, SD, Nehring, WM, Savage, T, Tran, N, Van Cleve, S. Intellectual and developmental disabilities nursing: Scope and standards of practice (3rd ed.). American Nurses Association. ISBN: 9781947800892, 2022

5. Graff, JC, Oh, E, Hill C, Reaves RP, Fisher MJ, Nelson SR LaMothe J, , Kent KA, Betz, CL. Nursing Standards of Practice and Persons with Intellectual and Developmental Disabilities: Concepts and Competencies (under review)

Description

Overall Symposium Summary: Improving nursing education is key to advancing equitable care for people with intellectual and developmental disabilities (IDD). In this symposium, international experts will reimagine the future of nursing education to support this group. Attendees will learn about student competencies and training needs, the global state of IDD education, and ways to move discovery into action through partnerships, technological/pedagogical innovations, and integration of IDD standards into nursing curricula.

Note: The attached slide deck is a combined symposium presentation containing the slides of all featured symposium speakers. 

To locate the other presentations in this symposium, search the repository by the Symposium Title shown in the Other Title field of this item record. 

Author Details

Cecily L. Betz, PhD, RN, FAAN, Professor, University of Southern California Keck School of Medicine, Department of Pediatrics, Children’s Hospital Los Angeles, University Center for Excellence in Developmental Disabilities

Joyce Carolyn Graff, PhD, RN, FAAIDD, Professor, University of Tennessee Health Sciences, Memphis, College of Nursing, Department of Health Promotion/Disease Prevention

Sigma Membership

Non-member

Type

Presentation

Format Type

Text-based Document

Study Design/Type

Other

Research Approach

Other

Keywords:

Curriculum Development, Teaching and Llearning Strategies, Health Equity or Social Determinants of Health

Conference Name

37th International Nursing Research Congress

Conference Host

Sigma Theta Tau International

Conference Location

Toronto, Ontario, Canada

Conference Year

2026

Rights Holder

All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.

Review Type

Abstract Review Only: Reviewed by Event Host

Acquisition

Proxy-submission

Date of Issue

2026-07-19

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Fostering Integration of IDD Concepts into Nursing Curriculums in the United States

Toronto, Ontario, Canada

Background: Curriculum content pertaining to the lifespan needs of individuals with intellectual and developmental disabilities (IDD) is not evident in nursing programs in the United States (US) despite national statistics that indicate 17% of the U.S. population are identified as having IDD [1-3]. Beginning with the Kennedy Administration in the 1960s, the U.S. federal government has made significant investments to improve services for the IDD population through the establishment of interdisciplinary educational networks, such as the University Centers for Excellence in Development Disabilities (UCEDD) and Leadership Education in Neurodevelopmental and Related Disabilities (LEND) [2]. For nurses interested in IDD specialty care, the UCEDD and LEND networks are available for pursuing additional education.

Methods: To address the limitations of nursing involvement with the provision of services to the IDD population, efforts have been undertaken by IDD nurse leaders to call attention to this void in nursing educational settings. US IDD nurse leaders, many of whom were involved with the development of the 3rd Edition of the American Nurses Association Intellectual and Developmental Nursing: Scope and Standards of Practice have authored several papers to call attention to this need and provided recommendations for addressing services needs of the ICC population in nursing curriculums[1,2, 4,5].

Results: Several strategies have been employed to bring greater attention to the obvious gaps in US nursing curriculums as it pertains to the IDD populations. These strategies include the publications of several papers, presentations and document analysis of the integration of IDD concepts that are authorized in federal and state legislations [1,2,5]. The findings of the analysis indicate gaps with the integration of IDD concepts in nursing education programs.

Implications: A relevant disconnect in nursing curriculums as it pertains to addressing the service needs of individuals with IDD. Additional efforts are needed to facilitate IDD content and concepts into nursing curriculums that align with legislative mandates, advocacy efforts and policymaking. Directed efforts are needed to foster partnerships with the IDD community to inform nurse educators as to the prioritization of needs, its cultural norms and advocacy practices.