The current study was conducted to examine the types of adjustments used to support students with special educational needs in mainstream classrooms and how schools monitored the effectiveness of the adjustments they use. A range of stakeholders were interviewed in 22 mainstream schools across New South Wales, Australia, and the interviews were…

Difficulties with social conversation can be a direct result of the social skills deficit in individuals with autism spectrum disorders (ASD). The popularity of hand-held devices and the development of commercial apps has expanded the scope of teaching social skills via this modality. This study extends an earlier pilot study in which a…

Parents whose autistic child's needs are not met within mainstream schooling may seek alternative modes of education, such as home or distance education. There is a paucity of research on the delivery of home or distance education programs for autistic students. This study reports on the experiences of parents, students and teachers in the…

A multiple baseline with probe across participants design was used to investigate the effects of an oral narrative intervention on early developing personal narratives of four children aged 6 and 7 with autism spectrum disorder and severe language disorder. The individual intervention targeted the narrative macrostructure elements of…

Analysis of previous research has indicated that restricting the amount of equipment available may be a practical strategy to facilitate peer interaction in childcare, but a disadvantage is a possible increase in aggressive behaviour. An alternative approach is manipulating the variety of activities while holding the quantity and type of equipment…

This study provided an investigation of the knowledge, implementation and perspectives of Australian teachers of students with autism spectrum disorder regarding cognitive-behavioural approaches, using an anonymous survey. The sample of 270 New South Wales teachers reported a reasonable level of knowledge and implementation of strategies commonly…

The components of quality educational planning for students with moderate and severe intellectual disability are well established, but schools and special educators may not always achieve a desirable standard. This article reports on the change in quality of documentation related to individual planning and programming over a span of 4 years in a…

In this article, the authors report on an individualized professional learning activity, based on the principles described by Gersten and colleagues, implemented by two academics with three teachers without special education qualifications teaching students with severe and multiple disabilities. The professional learning consisted of consultation…

There has been limited research on the effects of spatial density on the social interaction of preschool children, particularly those with disabilities. Further, findings of existing studies need to be viewed cautiously due to a number of methodological difficulties including contrived small groupings of children and atypical intervention…

A review of 10 studies that utilize the behavior chain interruption strategy (BCIS) to teach communication skills to individuals with severe disabilities found that BCIS has been successfully applied to individuals across a wide range of ages and levels of disability, including learners with multiple disabilities. Generalization concerns are…