Due to misconceptions about the challenges of language learning, foreign languages classrooms have not always been accessible spaces for all learners. This article seeks to address the needs of students with special educational needs and/or disabilities (SEND) in the foreign languages classroom and challenge the notion that this group of students…

The purpose of the study was to evaluate whether students with intellectual disabilities (ID) can improve their arithmetic skills by participating in an arithmetic intervention programme, theoretically founded on explicit instruction (EI) and administered via an application developed for tablet computers. The intervention study used a randomised…

Rural schools face unique challenges providing high-quality professional development opportunities due to barriers such as geographic isolation and limited resources. This article provides information on three coaching models, eCoaching, iCoaching, and teacher dyad coaching. Each model has the potential to leverage technology to ameliorate…

The purpose of this article is to examine the application of randomized controlled trial (RCT) methodology for determining the efficacy of school-based interventions in general and special education. In education science, RCTs are widely acknowledged as the gold standard of efficacy research, with other methodologies relegated to a lower level of…

This article summarizes Allen and Roberts's (2024) study on school psychologists' practices and perceptions regarding manifestation determination reviews (MDRs). It emphasizes the critical role of MDRs in protecting the rights of students with disabilities and highlights the challenges faced by school psychologists in this high-stakes process.

This paper provides an examination of the foundations, efficacy, and effectiveness of a set of practices associated with improved social studies and history learning and literacy outcomes for middle grade students, including students with varying learning needs (e.g., English learners, students with disabilities). This approach, Promoting…

This brief addresses two evaluation questions: (1) What are the effects of supporting educators to intentionally intensify their practice on their overall implementation of targeted classroom practices (i.e., prompting, engaging, and praising)? and (2) What are the effects of educators intentionally intensifying their classroom practices on the…

The increasing inclusion of students with disabilities in regular classes still leads to debate and many advocate for full inclusion of all students. Arguments for full inclusion are generally rights-based, but proponents also claim research supports the effectiveness of full inclusion over specialist provision for all students with disabilities.…

Multi-tiered Systems of Support (MTSS) is an outgrowth of Response to Intervention (RtI). The various systems of support for students and school communities provided through these programs are integral to modern education and embedded in the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. While there are many benefits to…

This article examines current technology-aided instruction and intervention (TAII) available for autistic transition-age youth (TAY) in the United States and existing policies that may support or hinder the delivery of these interventions. Specifically, we focus on policies that might influence the delivery of TAII to autistic TAY. After a careful…

The Disability Discrimination Act 1992 (Cth) (DDA) appears to offer powerful remedies to students who have been refused enrolment, excluded after enrolment or denied educational opportunities or benefits because of their disability. The Act prohibits discrimination on the ground of disability in the protected area of education and obligates…

"Accessibility" features promote inclusive education but do not guarantee it. Communication accessibility, such as sign language interpretation or note-taking, may facilitate the academic inclusion of deaf students in general classrooms but does not necessarily enable their full social inclusion. Whereas in general classrooms deaf…

Special education and related professionals often understand the importance of adhering to intervention procedures (i.e., fidelity), but may be less familiar with concepts of intervention intensity. In some cases, professionals may correctly apply an intervention, but with insufficient intensity. This can result in an intervention failing to…

Credit recovery programs are a form of alternative learning in which students have an additional opportunity to gain credit, or pass, a previously failed class by retaking the course, either in full or with key standards. Although little scientific research exists regarding the effectiveness of credit recovery, in addition to the short- and…

The article describes research into the perspectives of students with autism regarding their participation as the target participants in a peer-mediated social communication intervention. Questionnaires were administered to four elementary-aged students with autism before and after their involvement in the intervention. The students' parents and…