A new study co-authored by MaryAnn Demchak, Ph.D., professor of special education at the ÍƼöÐÓ°ÉÔ´´, and Brianna Grumstrup, Ph.D., assistant professor of special education at the University of Maine, Farmington, and an alumna of the ÍƼöÐÓ°ÉÔ´´’s doctoral program in special education, examines how food-related interventions can support skill development and promote independence for students with significant disabilities.
Published in the Intellectual and Developmental Disabilities, a journal of the American Association on Intellectual and Developmental Disabilities, the systematic review analyzes existing research on food-based activities, such as meal preparation, grocery shopping and cooking, within special education classrooms. The study evaluates how these interventions impact students’ functional, social and adaptive skills, highlighting their potential to foster greater independence.
“Health problems of students with intellectual and developmental disabilities are well documented," Demchak said. “However, research focusing on improved food-related knowledge and behaviors is limited and needs more attention.”
Students with significant disabilities often encounter challenges in acquiring daily living skills, which can limit their long-term independence. By identifying evidence-based food-related practices, Demchak and Grumstrup provide educators with effective strategies to enhance learning experiences tailored to students’ individual needs and abilities.
"We were surprised that there were not more studies on nutrition education despite lots of other studies saying research is needed for this group of students with IDD,” Grumstrup stated. “Still, we hope the practical applications for educators to incorporate other adaptive skills into their curriculum will be useful, ultimately empowering students to lead more self-sufficient lives after graduation."
The study also notes that while some food-based programs yield positive outcomes, many lack rigorous research designs, making it difficult to assess their true effectiveness. The researchers emphasize the need for schools to adopt evidence-based practices, such as structured cooking lessons and guided shopping trips, to help students with intellectual and developmental disabilities develop essential life skills. They also advocate for future research exploring how these interventions contribute to students’ overall health, confidence and autonomy.
The findings provide valuable guidance for special educators, school administrators and policymakers seeking to enhance instructional practices and promote meaningful skill acquisition for students with significant disabilities.
