The purpose of this study was to examine the roles of paraeducators in educational teams who supported young children with complex communication needs (CCNs). Participants included members of three teams which included general and special education teachers, paraeducators, speech and language pathologists (SLPs), and parents. An instrumental,…

This study examined the level of social communication problems (SCP), social anxiety (SA), and mood problems (MP) among children with ASD (age 4-13 years) enrolled in special classes (n = 74) and regular classes (n = 73) and grade level (kindergarten, 1st-3rd, 4th-6th) from teachers' perspective in schools of Palestinian Arabs in Israel. Teachers…

The current study is a two-year case study focusing on an upper-elementary girl who had been diagnosed with selective mutism in 1st grade. While multiple theoretical frameworks have been used to explain selective mutism, the current study borrowed the frameworks of critical sociocultural theory, a social semiotic theory of multimodality, and…

The aim of this study is to indicate the problems that Syrian refugee children, class teachers and Turkish children face in their school environment. The data of this study were realized via case study design which is one of the qualitative investigative designs. Interviews were carried out using the observation notes of the prospective teachers…

The purpose of the present study was to investigate the mediational role of gesture and body movement/positioning between a teacher and an English language learner in a second-grade classroom. Responding to Thibault's (2011) call for understanding language through whole-body sense making, aspects of gesture and body positioning were analyzed for…

Purpose: In this study, the authors examined how variability in classroom social communication performance differed between children with fetal alcohol spectrum disorders (FASD) and pair-matched, typically developing peers. Method: Twelve pairs of children were observed in their classrooms, 40 min per day (20 min per child) for 4 days over a…

In this qualitative study we analyzed the experiences of five teachers who were actively committed to practicing inclusion and seeking strategies to provide access and opportunity within the general education classroom. Findings from a long-term qualitative study suggested that teachers' thoughtful planning and systematic teaching created…