Inclusion is central to work in early intervention and early childhood special education (EI/ECSE) and reflected in the core beliefs and recommended practices of the field (Division for Early Childhood [DEC], 2014). Inclusion, according to the joint statement of the DEC and the National Association for the Education of Young Children (2009), means…

The objectives of this review are to answer the following research questions: (1) What is the effect size of the effectiveness of interventions to improve livelihood outcomes for people with disabilities in low- and middle-income countries (LMICs), and what is the quality of the evidence base? (2) What works to improve livelihood outcomes for…

Before creating and implementing a new program of research, it is necessary to consider a theoretical or conceptual framework to guide this planning process. Considering there are many models and frameworks available in terms of directing the development of research programs (e.g., the program development model, the logic model), researchers want…

The objectives of this review are to answer the following research questions: (1) What is the nature of the interventions used to support education for people with disabilities? (2) What is the size and quality of the evidence base of the effectiveness of interventions to improve educational outcomes for people with disabilities in low- and…

The Global Research Agenda for Children with Disabilities (the Research Agenda) is a strategic framework that identifies priority research areas -- defined through a global research prioritization exercise -- to close critical evidence gaps, inform inclusive policies and programmes, and guide effective investments that support children with…

Although supportive work-life initiatives have advanced in recent years, existing literature shows inconsistent outcomes regarding the adoption and effectiveness of these initiatives. In this conceptual paper, we aim to highlight that an individual's ability to freely negotiate and decide how to manage the relationships between their paid work and…

The Individuals with Disabilities Education Act Part C (IDEA, 2004) is a federal program that assists states with delivering early intervention services (EIS) for infants and toddlers with developmental delay up until their third birthday and their families (Early Childhood Technical Assistance Center [ECTA], 2019). Through IDEA Part C, EIS are…

The Division for Early Childhood (DEC) collaborates with the Early Intervention and Early Childhood Special Education (EI/ECSE) community and allied partners to create resources (such as publications like Young Exceptional Children [YEC] and The Journal of Early Intervention [JEI] and products like The DEC Recommended Practices and Learning Decks)…

Families play a central role in EI services for young children with disabilities (Division for Early Childhood [DEC], 2014). Family coaching in early childhood is a core piece to providing services for young children with disabilities and their families (Rush & Shelden, 2011). It is an identified best practice method of service delivery that…

Purpose: Approximately 10% of the U.S. adult population has a speech, language, and/or voice disability, collectively referred to as communication disabilities. An increasing number of studies demonstrate that persons with communication disabilities have worse health and health care outcomes as compared to those without communication disabilities.…

Parents of young children with disabilities may experience high levels of stress and psychological distress that may put them at higher risk for experiencing suicidality. Thus, early childhood home visitors (e.g., professionals who work for home-based early intervention programs) may serve as important gatekeepers for identifying and referring…

Self-injurious behavior is prevalent in early childhood and it affects almost 53% of young children with disabilities. Once these behaviors are consistently present, they may become resistant to intervention. The purpose of this article is to provide early care and education center providers and family caregivers with ways to effectively reduce…

School psychologists can engage in consultation to address inequities in educational opportunities to support multiply marginalized students. This critical work is codified in the NASP 2020 Practice Model, which outlines professional and organizational principles to facilitate school psychologists' engagement in equitable, effective supports to…

Juvenile delinquency is a major social problem in many countries. This special series of "Intervention in School and Clinic" focuses on the intersection of youth with disabilities and the laws in the United States, Brazil, Costa Rica, Mexico, and Norway, which aim to ensure the provision of educational opportunities responsive to the…

While more universities are including IT accessibility in their computer science programs for undergraduate and graduate students, there is little accessibility training available for K-12 teachers. We created an intervention through which postsecondary students had opportunities to experience five computer games with a simulated impairment…