For students to be successful in higher education, they need not only have motivation and sufficient intellectual ability, but also a wide range of study skills as well as the metacognitive ability to determine when a change in strategy is needed. We examined whether first-year undergraduates with dyslexia (N = 100) differ from peers without…

The initial and ongoing professional education of teachers to prepare them to support students' literacy development warrants research attention. The importance of meeting the needs of struggling literacy learners in secondary school does not diminish as students move through the years of schooling. This paper reports on data from the 2019…

This study investigated Canadian high school teachers' attitudes toward the inclusion of students with special education needs in the general classroom environment. Teachers' cognitive, affective, and behavioural attitudes toward inclusion were examined. Data were collected by using a 7-point Likert scale survey called the Inclusion Scale for High…

To support students with disabilities who do not respond to typically effective reading intervention, special education teachers are expected to implement evidence-based practices for intensifying intervention. Data-based individualization is an effective, evidence-based practice recommended in research to intensify intervention, but requires…

As paraprofessionals gain more instructional responsibilities for individual students, feasible training strategies must be established to promote effective delivery of instruction. This train-the-trainer study was designed to teach paraprofessionals how to implement an evidence-based instructional practice under the direction of the classroom…

Background: Students with disabilities are underrepresented in undergraduate science, technology, engineering, and mathematics (STEM) courses. Students with disabilities who engage in self-advocacy earn higher GPAs and are more likely to graduate from college compared to students with disabilities who do not engage in self-advocacy. We utilized…

The study investigated teachers' perception and factors limiting the use of high-tech assistive technologies resources in special education schools in North-West Nigeria. The study adopted a descriptive survey design using a questionnaire to sought data from 120 respondents who were drawn using a multi-stage sampling technique from special…

The majority of the research on school suspension practices has focused on individual student-level factors and their relationship to school suspension practices. A substantial number of studies have examined race and/or disability status as predictors of suspension (Camacho & Krezmien, 2018; Krezmien, Travers, & Camacho, 2017; Sullivan,…

It is almost impossible to perform academic activities, such as accessing study material or contacting lecturers and other teaching and learning processes, at an open distance learning institution without the use of computers and the internet. This article investigates and reports on the time taken by students with and without disabilities to…

Students in grades 5-9 (N = 29) with specific learning disabilities (SLDs) (dysgraphia, dyslexia, or oral and written language learning disability, OWL LD) were asked to take notes and handwrite or type summaries of social studies texts about world geography and cultures that they read or heard. This activity required activating knowledge of…

Studies on parental views and experiences of the integrated programme implemented in mainstream early childhood settings for children with disabilities are dominated by the perspectives of mothers and teaching personnel. Additionally, most of these studies are largely from Western countries. This hermeneutic phenomenological study attempts to…

Content literacy is necessary for students to be successful in meeting the National Core Arts Standards in the areas of creating, presenting, responding, and connecting. Art educators can with work special educators to support students with disabilities to develop disciplinary literacy using an adapted before-during-after (B-D-A) content literacy…

Dialogic reading is an instructional strategy that has shown promise for supporting the reading development of children both with and without disabilities. Specifically, there may be positive effects of vocabulary knowledge, morphological knowledge, participation during reading, and emergent literacy skills. However, the knowledge base on the…

Children with disabilities often experience high rates of bullying, teasing, and social exclusion and these experiences are related to a host of negative outcomes for children who are victimized by these forms of bias-based bullying. Little is known, however, about children's cognition regarding bullying and exclusion of youth with disabilities.…

This article traces the evolution of special education policies and services in Vietnam from their introduction to the current expansion of inclusive education for children and youth with disabilities. Impacts reported include increased educational opportunity for and inclusion of children with disabilities, the development of national policy and…