This paper offers an overview of the current status of individuals with autism spectrum disorders (ASD) and developmental disorders (DD) in Oman. A review of demographic and background information about Oman is first presented, followed by an overview of the current status of individuals with autism and developmental disorders, in terms of…

To facilitate students' transition into secondary school, a coping-oriented group program was designed. Pre- and posttest data from three intervention groups conducted over the course of 5 weeks were combined for a total of 56 sixth-grade students waiting to undergo school transition. There was also a test-retest control group (n = 26). Results…

Background: The UK Government's Transforming Care Agenda for people with learning disabilities has struggled to meet its goals of reducing inpatient beds and building community-based support. This article reports on the experiences of support staff who attended dramatherapy groups developed to assist transitions from an inpatient hospital and to…

A meaningful curriculum is one that is individualized, inclusive of the individual's unique needs and interests, and focused on building independence in current and future environments. A meaningful curriculum addresses an individual's needs and prioritizes instructional programs based on what is, potentially, most important to their lives and not…

Background: Strong connections between children's teachers and their parents fosters their learning and development in early childhood and throughout their schooling. Developing strong connections in preschool may ease the transition to elementary school for children. Objective: The goal of this study is to examine the initial implementation of…

Background: Strong connections between children's teachers and their parents fosters their learning and development in early childhood and throughout their schooling. Developing strong connections in preschool may ease the transition to elementary school for children. Objective: The goal of this study is to examine the initial implementation of…

Given the continuing poor post-school outcomes for students with ASD, combined with the limited number of current interventions to address the problem, the U.S. Department of Education, Office of Special Education and Rehabilitation Services'(OSERS) charged the National Technical Assistance Center on Transition (NTACT) with identifying and…

This study explored the influence of randomized belonging interventions on academic outcomes among first-generation college students at a mid-sized, Midwest, four-year public institution. Astin's Input-Environment-Outcome (I-E-O) model served as the conceptual framework for investigating the impact of an environmental sense of belonging…

A 'quantum leap' (Kift, 2015) in our understanding of the transition to university studies has brought about a reimagining of the role of transition programs from attempting to remediate deficiencies in 'underprepared' students, to instead using engagement with the curriculum to instil success-oriented behaviours and attitudes in them. In…

Young children in the child welfare system are inherently vulnerable to disruptions in early attachment, and abrupt changes of placement can function as trauma triggers. In this article, the authors present a case from a Child-Parent Psychotherapy (CPP) Learning Collaborative which exemplifies the potential trauma of placement changes, and how CPP…

In recent years, growth mindset, resilience, and belonging have become popular topics for research and practice among college educators. The authors of this new volume deepen the conversation around these noncognitive factors that significantly impact student success. Along with offering support for the development of learning mindsets, this book…

The purpose of this annotated bibliography is to synthesize relevant research and resources on the effective integration of culturally responsive/sustaining practices in special education. The strategies and interventions that have produced positive academic outcomes for culturally and linguistically diverse (CLD) students with and at risk for…

The purpose of this study was to examine self-determination outcome data in the year following a one-year cluster randomized controlled trial (C-RCT) comparing the impacts of a "Self-Determined Learning Model of Instruction" (SDLMI) only condition to a SDLMI + "Whose Future Is It?" (SDLMI + WF) condition. Using multilevel…

Independent living is recognized as a marker of adulthood. For individuals with intellectual and developmental disabilities, however, the need for continued support in completing daily living tasks reduces the likelihood of achieving independence in this domain. Barriers to living independently include increased dependence on family and support…

In the years following high school, youth, including youth with extensive support needs, aspire to pursue a range of personally important experiences, such as attending postsecondary education programs, obtaining competitive employment, and living independently. However, the level of disability continues to be a powerful predictor of the degree to…