Background: School-based professionals play a crucial role in supporting autistic learners, with teachers and occupational therapists being primary implementers of education and health policies. The support context reflects cultural feminist principles, as women professionals predominantly provide immediate support in schools. Aim: This study…

The use of self-report to assess anxiety in adolescents with intellectual disability (ID) is notably underexplored. This study examined the impact of youth-level factors (i.e., age, verbal and cognitive ability, adaptive skills) on anxiety self-report completion and parent-youth agreement among 72 autistic adolescents with ID. We also examined if…

The importance of professional experience is clearly recognised in initial teacher education and in other professions. In this study, we explore one element of professional experience for trainee special/inclusive educators, placement in an educational setting for practicum, and how it is provided in postgraduate Australian special/inclusive…

Students with disabilities often face significant challenges in developing mathematical problem-solving skills, which are critical for academic success. Traditional problem-solving interventions have primarily focused on skill acquisition, leading to issues with knowledge application in real-world contexts. Enhanced Anchored Instruction (EAI)…

Background/purpose: The difficulty faced by students with disabilities in obtaining employment after completing school is a global concern. In Malaysia, the government has implemented the Malaysia Skills Certificate (MSC) as a means of equipping student with disabilities with practical and vocational skills while still in school. However, little…

Even though students from African backgrounds have above-average education achievements in the UK, some students still struggle to integrate into the school systems. Parental involvement has been reported to have a significant influence on pupil achievement. Thus, this research aimed to identify parental involvement barriers experienced by African…

Despite a marked increase in the volume of research investigating issues about reading interventions for students with ASD (e.g., Bailey and Arciuli, Rev J Autism Dev Disord 7(2):127-150, 2020; Chiang and Lin, Focus Autism Other Dev Disab 22(4):259-267, 2007), very few studies have examined the current reading practices experienced by children…

This work examines early childhood inclusion in educational settings in Italy. It begins with the history, culture, and socio-political landscape of Early Childhood Intervention and an analysis of the current situation regarding education and inclusion. Next, it analyzes current policies and practices for including students with special needs,…

Students with learning and other education-related disabilities generally demonstrate low mathematics achievement. While this is a complex phenomenon, one related factor may be low teacher self-efficacy for teaching mathematics to these students. The current study was a preliminary investigation (N = 40) into (a) differences in self-efficacy…

This paper focuses on a summer writing program we called GANAS with bi/multilingual youth, including English learners and one youth with a learning disability, that sought to facilitate sociocritical literacies (SL) based on youths' lived experiences to imagine new social futures. Envisioned as a social design experiment, we used testimonio as a…

As Virtual Reality (VR) gains traction in education, its potential to support neurodivergent learners in cybersecurity training remains underexplored. This emerging technology report examines how VR can bridge the gap between STEM education and cybersecurity training for neurodivergent individuals, highlighting both its promise and the challenges…

Understanding how capital influences postsecondary transition for students receiving special education and English learner (EL) services can inform culturally sustaining planning practices and improve postsecondary outcomes. Recognizing how students and families utilize community cultural wealth capital in the transition process can support…

Several provisions of federal education law, including the Elementary and Secondary Education Act of 1965 (ESEA) and the Individuals with Disabilities Education Act (IDEA), require public school districts to provide certain educational services to students attending private schools on an "equitable" basis. Both ESEA and IDEA give…

The right to education is recognized worldwide as a fundamental human right and has been described as a 'multiplier' right, since it facilitates the realization of other rights. Despite this, access to education, particularly for children with disabilities, is far from universal. In Djibouti, the right to education for children with disabilities…

Interprofessional education (IPE) is a required prerequisite of interprofessional practice (IPP), the most collaborative service delivery model for speech-language pathologists working in both health care and educational settings. This exploratory, mixed methods study was conducted to examine the impact of an experiential IPE training program on…