This qualitative interview study explores how parents and special educational needs and disabilities (SEND) case officers understand the term informed preference for placement decisions following an education, health and care (EHC) needs assessment in England and examines how these preferences are constructed. Semi-structured explorative online…

Background/purpose: This study aims to identify the level of work-related stress among educators of disabilities from their own perspectives. Students with disabilities are among the groups most in need of education, so it is essential to find teachers with advanced psychological and professional characteristics. Hence, the subject of this…

Background/purpose: Inclusive education aims to provide equitable learning opportunities for all students, regardless of their abilities or background. In rural areas of Peru, the implementation of inclusive practices faces particular challenges related to infrastructure, training, and institutional support. This study aimed to determine the…

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)…

This study investigated how peer-mediated structured game activities changed and improved peer relations in an inclusive preschool classroom for a child with autism spectrum disorder (ASD). A case study was used in which 17 typically developing (TD) children aged 60-71 months, a 66-month-old boy diagnosed with ASD and the preschool teacher…

Publicly funded prekindergarten (pre-K) has received substantial investments in recent decades. A robust literature base has shown that pre-K, in general, tends to be associated with shorter-term rather than longer-term impacts. Yet, these findings are not definitive across varying state contexts and student demographic groups. The current study…

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…

According to the SEND Code of Practice (DfE, 2015), cognition and learning difficulties encompass a wide range of needs, including general and specific learning difficulties. These difficulties affect various areas of learning including literacy, numeracy, and the acquisition of subject-specific knowledge and skills and may be linked to underlying…

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…

This paper provided a review of 210 studies on AI-enhanced special education from 2013 to 2023. Through bibliometric analysis, this review aimed to explore trends, focus areas, developments, and evolving themes of the field of AI for enhancing special education. Several noteworthy findings emerged from our analysis. The trend analysis of…

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'…

Author Cara Shores provides a three-tiered instructional framework that helps educators establish integral baselines of performance for students, offering strategies for assessment, intervention, and remediation to ensure student growth. This book guides educators with step-by-step tools and methods for differentiated instruction and lesson…

The experience of past or current trauma can interfere with learning in post-secondary education and can be particularly problematic for people from equity-deserving groups. Implementing trauma-informed pedagogical practices could contribute significantly to post-secondary education by cultivating safe and equitable learning spaces that support a…

In this systematic review, we examined previous research articles describing experiences of students with autism in their transition into higher education. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses, we searched ERIC, PsycINFO, and MEDLINE databases for identification of relevant research articles. Initially, we…