Restrictions during the COVID-19 pandemic necessitated changes to health and social care services, including the use of telehealth. Prior to COVID-19, there was interest in telehealth for autistic people; however, little is known about its use during the pandemic. This scoping review focused on telehealth for autistic people during the pandemic.…

While inclusive education is widely promoted around the world, the meaning assigned to it remains ambiguous. Regarding that different interpretations have implications for teachers' attitudes and behaviours, those interpretations could possibly exert influence on the inclusive school implementation by teachers. The present study sought to identify…

Preparing pre-service teachers for effective communication with parents, particularly with parents of children with disability, is challenging in initial teacher education as they typically have limited or no interactions with parents. Therefore, different approaches such as utilising parent-guest speakers in coursework should be explored. The aim…

We examined the process of implementing support for students with disabilities at 16 of 285 Japanese academic libraries, using the Modified Grounded Theory Approach (M-GTA) for interview analysis. We found that support was introduced simultaneously through daily library operations, and was tailored to the needs of individual students. Training and…

Purpose: Caregivers of children with developmental language disorder (DLD) face numerous challenges, including limited evidence-backed options for learning about oral language and DLD. This explanatory sequential, mixed-methods study quantified and described caregiver perceptions of learning about DLD through an online asynchronous training.…

The present document reports a qualitative study that examined the perceptions of parents and guardians of students with emotional and/or behavioral disabilities (EBD) regarding (a) obtaining special education services for their child, (b) the IEP process and implementation, and (c) home-school collaboration and partnerships. Ten participants from…

Objective: Reports estimate at least one child in every general education classroom in the U.S. has ADHD. Thus, teachers should enter the classroom with an accurate working knowledge of ADHD and the skills to respond effectively to support the development of these students. The present study tested the following research questions (RQs): (RQ1) How…

In 2014, OSEP instituted the Statewide Systemic Improvement Plan (SSIP) reporting requirement. The SSIP was designed as a comprehensive multi-year plan for improving results for infants and toddlers with disabilities and their families through system strengthening efforts. States/entities work to improve their infrastructure, implement…

This qualitative study explores the dynamics of parent-teacher collaboration in supporting learners with autism in inclusive classrooms in Masvingo District. The study used a sample of 6 teachers and 6 parents. Through semi-structured interviews and focus groups, the research reveals that family-centered collaboration is a prevalent strategy, with…

Headsprout is a commercially available, computer-based reading intervention that has been shown to be effective with children without disabilities and with children with ASD. Although recent studies that conducted a randomized clinical trial have demonstrated efficacy, they did not report specifically on feasibility. The current RCT evaluated the…

The importance of using new technologies for learner engagement throughout COVID-19 pandemic cannot be overemphasized. This study examined the challenges faced by adult learners with visual impairment, whose studies were significantly affected by the implementation of lockdown and social distancing, which caused them to stop learning in Eswatini.…

There is a national shortage of early intervention (EI) providers for young children with disabilities or developmental delays. This needs assessment study employed in-depth semi-structured interviews to explore the perspectives of EI program directors (N = 27) across a large U.S. state on provider retention efforts. Through a qualitative…

Technology offers exciting possibilities for instruction with learners with autism spectrum disorder (ASD), but limited research has evaluated the use of web-based applications (apps) as learning tools for this population. We wondered if using apps would function as a precurrent response to solve problems in the form of questions on a worksheet.…

This study examined an intervention package incorporating an iPad-based augmentative and alternative communication (AAC) application, Proloquo2Go, to improve wh-question-answering skills in a 15-year-old adolescent with autism. A single-case, multiple baseline design across three types of wh-questions ("what," "where," and…

The current study meta-analyzed 17 effects from 12 studies to examine the effect of technology-based mathematical fact practice on mathematics outcomes, and how comparison intervention, risk for mathematics disabilities, and type of measure modified the results. There was a moderate effect of technology-based mathematical fact practice on…