Purpose: Despite appropriate speech-language therapy interventions and school and university accommodations, college and university students with developmental reading (specific reading learning disorder [SRLD]) and spelling (specific spelling learning disorder [SSLD]) difficulties continue to experience difficulties in adulthood, notably for…

The purpose of this article is to (a) provide a detailed description of how one school in the United States developed decision-making guidelines for implementing a speech-language/mental health (SLP/MHP) co-therapy service delivery model, and (b) summarize study findings based on interviews conducted with school-based speech-language pathologists…

Individuals with intellectual disabilities (ID) and autism spectrum disorder (ASD) often experience barriers to employment, contributing to persistently low employment rates within this population. Proficiency in social and technical skills is essential for obtaining and maintaining employment. One evidence-based approach for teaching these skills…

This longitudinal study aims to examine Austrian lower secondary grade students' (N = 415) emotional school well-being, social inclusion and academic self-concept regarding school placement over time (beginning of 5th till end of 6th grade). Using the Perception of Inclusion Questionnaire (PIQ), students with and without learning disability (LD)…

The commitment to accessibility serves as a catalyst for developing and implementing practices that prevent barriers and can better allow for inclusive participation with the world around us. Unfortunately, the importance of accessibility does not always equate with commitment and compliance. While there has been a slow-moving effort to increase…

This rapid review, commissioned by the Department for Education (DfE) and conducted from February to July 2024, aimed to identify the best available evidence to guide early years practitioners in supporting children aged 0-5 with speech, language, and communication needs (SLCN), specifically stammering, speech sound issues, and language…

Often, teacher candidates learn "about" individuals with disabilities instead of "from" their lived experiences. The purpose of this study was to examine the impact of participation in the Disability Advocate Presenter Series (DAPS), a semester-long series of three presentations led by disabled advocates, on teacher candidates'…

Background: Individuals with intellectual and developmental disabilities are disproportionally at risk of and impacted by violent victimization. They also face substantial barriers to reporting victimization to the police. One of those barriers is language access. Similarly, communication can also pose challenges for individuals with intellectual…

Inherent requirements define core competencies that all students must demonstrate to be accepted, progress, and successfully complete professionally accredited programmes such as teaching. This paper presents research that examines how students of teacher education navigate supposed abilities to teach through their courses of study, to inform the…

The field of early childhood special education continues to be dominated by deficit-based perspectives of young disabled children. In contrast, Descriptive Inquiry supports educators to see children as multifaceted and full of strengths, promoting the democratic aim of schooling to nurture individual human flourishing for the good of society.…

To understand the experiences of the disabled in academia, a fully accessible and inclusive workshop conference was held in March 2018. Grounded in critical disability studies within a constructivist inquiry analytical approach, this article provides a contextualisation of ableism in academia garnered through creative data generation. The nuanced…

Aging family caregivers of adults with intellectual and developmental disabilities (IDD) have unique circumstances setting them apart from the general caregiving population. Such differences include the extensive duration of the caregiving, and health concerns that manifest in the caregiver and individuals with IDD over time. Because of increasing…

Background: Requiring adults with intellectual and developmental disabilities to go on community outings with co-residents and staff is contrary to community-living policy's focus on person centredness and choice of activities/companions. Method: We analysed 2018-19 National Core Indicators data from 36 US states concerning 7968 adults living in…

Legislative initiatives have led to the increased use of teacher evaluation systems to make high-stakes decisions involving teachers, including promotion and retention, certification, termination, tenure, and salary. Evaluation instruments are largely based on observable pedagogical skills. However, many of the commercially available evaluation…

People with disabilities develop skills associated with self-determined action when supports and opportunities, aligned to their strengths and values, are provided in the environments in which they live, learn, and work. Researchers have suggested that a complex array of contextual factors impacts how people with disabilities and their key…