Historically, in educational research, student learning is frequently represented as quantitative data that demonstrates academic achievement. However, examining student learning by quantitative measures alone means that we do not fully understand the dynamic relationship between the instructional practices of teachers and how students learn. In…

Given that self-knowledge is recognized as a key component of self-determined behavior, intentionally teaching students with learning disabilities (LD) about their identified disability can create conditions needed for future self-determined behavior. In the following article, action steps are provided that are useful for fostering development of…

The current scoping review synthesizes the literature on interventions targeting anxiety in individuals with a learning disability (LD). Specifically, the review identifies types of interventions, outcomes, and barriers to or facilitators of implementation of interventions by school staff. The available literature was analyzed using a descriptive…

This study was designed to determine how special education teachers (SETs) in Saudi Arabia perceive their self-efficacy in implementing social-emotional learning (SEL) practices to support students with learning disabilities (LD). The data were collected by surveying 109 SETs of students with LD who teach at elementary and middle schools in…

Canada is facing a nationwide shortage of teachers of French as a second language. The profession is experiencing significant retention issues, with many teachers leaving the field within the first five years. One of the solutions proposed to address the challenges of teacher retention is for post-secondary institutions to integrate the concept…

This study used a qualitative constructivist grounded theory methodology to investigate the identities and experiences of women teachers with learning disabilities (LD). Participants included 11 current or former K-12 women educators who identified (or self-identified) as having a LD. The researcher conducted intensive individual semi-structured…

Mathematics-specific learning difficulties and disabilities (MLD) have received increasing attention in scholarly research. In this study, we place MLD research in its wider context of risk societies by discussing the manufacturing of MLD as "a risk." This framing of MLD builds on a certain idea of "hope" in how research could…

In this study, a Black scholar in the midst of understanding his neurodivergence and his identity as someone who has been dis/abled reacts to the prodding of white peers by creating a course on decentering whiteness. The scholar then interviews ten of the participants in said class to understand how they came to select such a course and what they…

The presented challenge in education revolves around the effective utilization of differentiated and individualized instruction by special education teachers, aiming to address the unique needs of students with learning disabilities. This study's purpose was to identify ways to use these instructional methods to develop methods that create better…

The purpose of this phenomenological study is to describe the lived experiences of 6th grade students with learning disabilities educated in their least restrictive environment (LRE) to the maximum extent appropriate sitting next to their non-disabled peers. Two theories guided this study, social identity theory and the social model of disability.…

This research examines the relationships between mathematics intervention for basic facts automaticity in the upper middle grades, corrective peer feedback as a component of remediation, and mathematics academic self-concept. The goal of basic facts intervention is to aid students in achieving automatic recall of single-digit addition,…

Personal disability identity is a predictor of psychosocial functioning among adults with predominantly physical disabilities. In the present study, we examined personal disability identity in adults with learning disabilities (LD) and/or attention-deficit/hyperactivity disorder (ADHD). In samples of 541 adults with LD, 475 with ADHD, and 433 with…

The paper presents results of a phenomenological longitudinal qualitative study undertaken with mentors associated with the Big Brothers Big Sisters programme in the Czech Republic. Ten mentors were interviewed during the first month and after 5 and 10 months of their mentoring involvement employing phenomenological in-depth semi-structured…

Recent sociometric research has described students with special educational needs (SEN) as less accepted and experiencing more social difficulties than their classmates without SEN. This study addresses the social participation of students with moderate learning difficulties (MLD) in regular schools while also focusing on the quality of their best…

For many learning differences, such as dyslexia, ADHD, and autism, there is a growing understanding of the benefits of those diverse brain wirings; however, research into dyscalculia is lagging behind, and there is limited knowledge that supports a strength-based view and recognition of its potential positive characteristics. Twice-exceptional…