This study investigated how the school experiences and personal characteristics of youth with Intellectual Disabilities (ID) contribute to their longitudinal trajectories of anxiety. To this end, we relied on a sample of 390 youth with mild (48.2%) to moderate (51.8%) levels of ID, aged from 11 to 22 (M = 15.70), and recruited in Canada (n = 140)…

Little is known about how grade 12 students with learning disabilities (LD) face the complex and emotional task of deciding what to do after high school. To expand on current research, we explored the experiences, emotions, and support of Canadian students with LD from the theoretical perspective of basic psychological needs (BPNs). We conducted a…

Institutional practices related to providing academic accommodations and access have long been ableist and bureaucratic and remain that way. This paper will focus on these practices in the post-secondary education context. The central question of this paper is: What do meaningful access and reasonable accommodation mean to post-secondary students…

Most of what researchers know about the challenges students with learning disabilities (LDs) experience during postsecondary education is based on experiences during face-to-face learning on campus. Less is known about challenges students with LD face during learning online--the mode of instruction students had to navigate during the COVID-19…

Purpose: The main objective of this study was to evaluate the impact of the participation of students and health professionals who provided free health screenings for athletes with intellectual disabilities (ID) during their sports competitions on their attitudes toward people with ID. Methods: Quantitative data were collected from 51 students and…

Background: Research suggests physicians may harbour paternalistic attitudes towards people with intellectual and developmental disabilities and lack the knowledge and skills to work with them. This study examined the impact of a brief intellectual and developmental disability curriculum intervention on these outcomes. Methods: First-year medical…

Growth and fixed mindset messaging is gaining popularity. In our pilot study, we examine the mindsets of students with learning disabilities (LD) to determine how their self-beliefs relate to this messaging. Our results demonstrate that students with LD endorse growth mindsets more than fixed mindsets which is consistent with their peers without…

This study investigated the self-reported school experiences of autistic students in Canada using a critical disability framework and a phenomenological research lens. Student perception data were collected using a mixed-method convergent parallel research design. Quantitative survey data (n = 72) and qualitative data (n = 19 open-ended responses…

Although more students with disabilities are attending university than ever before, many still have difficulties with the transition from high school. Transition research has extensively examined the factors and barriers that support or hinder successful transitions for students with disabilities. However, there has been little explicit focus on…

This article continues the discussion of the experiences of disabled and neurodiverse Ph.D. students in Library and Information Science programs in American and Canadian universities, following up on the previous report that addressed their struggles during and in the immediate aftermath of the COVID-19 pandemic. This article directs attention to…

Twice-exceptional (2e) students are a unique group at risk for social/emotional difficulties and disenfranchisement in schools. These students' profiles combine giftedness with areas of struggle such as learning disabilities, social impairments, emotional and mental health issues, or behavioural problems. Supporting 2e students requires developing…

Following the World Health Organization's announcement of the global pandemic because of the Coronavirus Disease 2019, most Canadian universities transitioned to offering their courses exclusively online. One group affected by this transition was students with disabilities. Previous research has shown that the university experience for students…

The rise in numbers of postsecondary students who require adapted services underscores the need for inclusive teaching practices to help students with disabilities adjust and succeed. Despite the growth in studies on this topic, quantitative data are lacking on the prevalence of these practices in high school and college, and their predictive…

There is limited research available that examines students with disabilities' participation rates and perceptions of Work-Integrated Learning (WIL) while in post-secondary. This is problematic as universities in Canada are growing their WIL programs to improve school to work transition rates. This research finds that 23% of students who are…

Pre-service teachers (n = 1572) from five faculties of education in Ontario, Canada were surveyed at the beginning of their programme about their attitudes and self-efficacy beliefs regarding inclusive practices. These responses were compared to responses from Ontario in-service teachers (n = 739) prior to their district-wide shift from a model of…