ABSTRACT
Chapter 2 provided an overview of how normalization, the disability rights movement, the right to education in the least restrictive environment, the emphasis on self-determination, the socialecological model of disability, the focus on human capabilities, and positive psychology have led to the emergence and evolution of strengths-based models of intellectual disability. In this chapter, the focus will be on the supports model, which adopts a strengths-based approach to understanding and building systems of supports for people with intellectual disability based on the social-ecological model of disability. The fundamental premise of the chapter is that understanding children, youth, and adults with intellectual disability by their support needs and arranging supports to address those needs is the key to high-quality education and supports, as well as a high quality of life for children, youth, and adults with intellectual disability.
