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Peer reviewed
Direct linkRashed Aldabas – Journal of Developmental and Physical Disabilities, 2022
This study evaluated whether a play-based, teacher-facilitated peer network intervention could improve basic social communication skills of children with autism spectrum disorder (ASD). The study was conducted in a regular classroom, using the principles of peer mediation and an integrated playgroup model. A single-subject multiple baseline design…
Descriptors: Autism Spectrum Disorders, Play Therapy, Peer Teaching, Communication Skills
Teresa Iacono; Juliet Goldbart; Sarah N. Douglas; Ana Garcia-Melgar – Journal of Developmental and Physical Disabilities, 2022
The aim of this scoping review was to explore the extent to which AAC studies have occurred in inclusive versus segregated settings, the role of AAC in inclusive setting studies, and the evidence for AAC supporting inclusive education of students with complex communication needs. A scoping review of studies published from 2000 to 2020 that…
Descriptors: Augmentative and Alternative Communication, Inclusion, Communication Problems, Special Needs Students
Salih Rakap; Serife Balikci; Burak Aydin; Sinan Kalkan – Journal of Developmental and Physical Disabilities, 2024
Embedded instruction facilitates individualized support and promotes meaningful participation for all children, irrespective of their abilities or disabilities, by integrating learning opportunities into the natural, everyday activities of inclusive preschool settings. This study aimed to investigate the impact of a coaching intervention on the…
Descriptors: Teaching Methods, Students with Disabilities, Student Needs, Student Participation
Katherine Holland; Justin A. Haegele; Xihe Zhu; Jonna Bobzien – Journal of Developmental and Physical Disabilities, 2023
This study examined how students with orthopedic impairments experienced strategies identified in the literature to support 'inclusion'. An interpretative phenomenological analysis research approach was used, and six students with orthopedic impairments (age 10-14 years) served as participants. Data sources were written prompts, semi-structured,…
Descriptors: Inclusion, Educational Strategies, Physical Education, Physical Disabilities
Julia M. Ranieri; Nicole Neil; Monica Sadowski; Mohammad Azzam – Journal of Developmental and Physical Disabilities, 2024
Children with neurodevelopmental disabilities are among the most vulnerable to experiencing exclusion from community settings. Informal education settings (IES), such as camps, museums, and zoos, provide rich learning opportunities beyond the classroom, yet inclusion efforts have primarily focused on physical accessibility. A review of research is…
Descriptors: Inclusion, Students with Disabilities, Informal Education, Content Analysis
Yapina Widyawati; R. H. J. Scholte; Tijs Kleemans; Roy Otten – Journal of Developmental and Physical Disabilities, 2023
The severity of physical, cognitive, and social-emotional challenges in children with developmental disabilities significantly impacts their quality of life. One of the most consistent factors that play a role in the quality of life for children with a developmental disability is parental resilience. Previous research has identified several…
Descriptors: Foreign Countries, Parents, Resilience (Psychology), Children
