Third-grade students with learning disabilities (SWLD) struggle to meet reading proficiency levels at the national level in the United States. Specific educational legislation has been enacted to enable SWLD to use assistive technologies such as text-to-speech (TTS) tools to support their reading. This study investigated the impact of implementing…

A study using a multiple-baseline across participants design was conducted in a U.S. alternative education setting to examine the functional relation between students' use of a technology-based graphic organizer (TBGO) with embedded self-regulated learning strategies on the quantity and quality of their persuasive essay writing. Three third- to…

Students with specific learning disabilities (SLD) have difficulty with most reading skills, including reading comprehension. Improving reading comprehension skills requires efficient interventions that consider both meaning- and code-based skills simultaneously. Using a single-subject multiple-baseline design across participants, with alternating…

Learning mathematics in an inclusive classroom is challenging for many students with disabilities. The adapted digital mathematics textbooks for Grades 3 to 6 in South Korea were designed to support these students' access to the general mathematics curriculum. This study evaluates these textbooks according to the Universal Design for Learning…

Technology-assisted instruction has potential for helping students improve their reading skills. In the current studies, "PowerPoint" software was used to supplement teacher-led reading instruction for elementary-aged students with disabilities who struggled with phoneme blending to read words. The effectiveness of the intervention was…

Becoming proficient in scientific discourse such as argumentation or developing explanations can be challenging for students, including neurodivergent students (e.g., autistic students, students with learning disabilities, students with ADHD). Students need to practice developing arguments and explanations as well as sharing their conclusions with…

Classroom membership is essential in today's classrooms as students need to feel safe and secure in their participatory roles. Allowing a student's voice is essential in allowing them the opportunity to communicate with their peers. In this study, the author looked at how the use or non-use of the iPad (as a form of assistive technology) affected…

When the COVID-19 pandemic hit, State Education Agencies (SEAs) had to quickly move professional learning (PL) opportunities for educators to a virtual environment. This state spotlight presents how the Delaware Department of Education (DDOE) implemented virtual collaborative book studies to develop the expertise and build the capacity of state,…

Recent studies suggest that benefiting early from both a cochlear implant (CI) and exposure to cued speech (CS, support system for the perception of oral language) positively impacts deaf children's speech perception, speech intelligibility, and reading. This study aims to show how: 1/CS-based speech perception ("cue reading"), and…

Manipulatives are a commonly used intervention that provide visual instruction known to promote mathematical learning; however, the impact on students with autism spectrum disorder (ASD) is less understood. Improving mathematical procedural understanding is important for students with ASD given these skills can help increase access to more…

Elementary students with autism spectrum disorders (ASD) who struggle with mathematics may be limited in opportunities to pursue advanced mathematics potentially impacting post-school outcomes, including postsecondary education and employment opportunities. Interventions that provide visual instruction, such as manipulatives, along with systematic…

The virtual-representational-abstract (VRA) instructional sequence presents as a viable mathematics intervention for students with disabilities, including students with autism spectrum disorder (ASD). Yet, to date, all research has been conducted face-to-face with students. However, virtual manipulatives provide an opportunity for educators to…

Black boys generally have the most disparate outcomes (i.e. exclusionary punishment and office referrals) in regard to discipline in schools, which necessitates the need for interventions to help alleviate this issue. As such, the purpose of this study was to examine the effectiveness of a video self-modeling (VSM) intervention on students'…

The use of mobile applications (apps) is popular among parents and teachers due to their cost-effectiveness and ease of implementation, and the number of apps with the specific aim to increase eye contact for children with autism is growing rapidly. However, research is limited to assess the efficiency of the majority of the apps available for…

Fluency Assessment and Benchmarking for Literacy in Education (FABLe) is the first mobile application being developed for the assessment of foundational literacy skills in India. FABLe passages are currently available in English for Grades 2, 3 and 4, with plans to expand to other Indian languages. FABLe is designed to administer curriculum-based…