This book explores the symbiotic relationship between human learning and machine learning, examining how emerging technologies and human-machine interfaces are reshaping the educational landscape. Organized into four sections with 20 chapters, it provides a multidisciplinary perspective on the dynamic intersection of these twin concepts. Bridging…

Considering the rise of online education and an increasing number of students with disabilities in higher education, examining the validity of the Self-efficacy Questionnaire for Online Learning (SeQoL) for students with disabilities is warranted. The purpose of this study is to examine the reliability and validity of (SeQoL; Shen et al., 2013)…

This study investigates the effect of offering multiple means of representing content, one aspect of Universal Design for Learning (UDL). Students across the full range of the dis/ability spectrum all too often struggle to achieve course success. UDL-based course design promises to help students with disabilities (whether disclosed or not) as well…

Adaptive learning strategies applied to e-learning have become a relevant approach towards diversity and inclusion. They bring several benefits to learners in the role of digital platform users, related to the user experience, primarily in the learning process optimization. It aims to provide mediation, tailored content, and adequate channels for…

This classroom study explored how to make positive psychology exercises more accessible to neurodivergent college students. Neurodiversity is an umbrella term for identities linked to autism, ADHD, dyslexia, and other neurodevelopmental differences. Students participating in the study engaged in weekly evidence-based activities to support…

Understanding the individual qualities sustaining students with and without specific learning disabilities (SLDs) is key to supporting their academic achievement and well-being. In this study, we investigated the differences between students with and without SLDs in terms of intraindividual factors (soft skills and study-related factors), academic…

This article examined the use of film in higher education to inspire imagination and motivate learning in students with learning differences. It highlighted the benefits of film in enhancing education and fostering imagination and diverse, critical thinking. The findings demonstrated that film is a pedagogical instrument that may assist students…

Background: Higher education is more diverse than ever with a drastic increase in college enrollment over the past two decades by those who have not traditionally sought undergraduate credentials, including students with disabilities (Espinosa, Turk, Taylor, & Chessman, 2019; Clouder et al., 2020). Despite the growing demographic diversity of…

The present study examined the academic self-efficacy (ASE) of undergraduate students with self-reported learning disabilities (LD), attention deficit hyperactivity disorder (ADHD), and comorbid LD + ADHD compared with non-LD/ADHD students at two time points, before the emergence of COVID-19 (pre-COVID) and during the pandemic (COVID-19). It also…

Data-based instruction (DBI) is a process of collecting and using student progress data to guide decision-making related to intervention intensity and individualization for students with learning disabilities (LD). However, effective DBI requires that teachers have a range of knowledge and skills across multiple domains. Past research has shown…

Amid the growing body of research on disability and neurodiversity, disabled and neurodiverse Ph.D. students are not often in the focus, despite the fact that Ph.D. students occupy a unique position of a learner-scholar-teacher in academia. A particular gap is felt in the field of Library & Information Science (LIS). This study stands to…

Our understanding of how active learning affects different groups of students is still developing. One group often overlooked in higher education research is students with disabilities. Two of the most commonly occurring disabilities on college campuses are attention-deficit/hyperactivity disorder (ADHD) and specific learning disorders (SLD). We…

Teaching through collaborative making has found its way into K12 schools and colleges of education, but minimal research exists on making for learning in special education settings. Even less research is available focusing on preservice special education teachers using making as a pedagogical tool for academic interventions. This multiple case…

This study aimed to compare trait anxiety and test anxiety among Chinese undergraduates with typical development, high-functioning specific learning disabilities (SLD), and typical-functioning SLD, and to examine the mediating role of test anxiety in the relationship between trait anxiety and academic performance across these three groups. The…

This study is a qualitative analysis of the work of preservice special education teachers on an activity during which they had to design a game that represented the concept of working memory. The study draws from the framework of model-eliciting activities that require students to develop structural representations of concepts that can be used to…