Family-professional partnerships are essential for promoting positive outcomes for students with and without disabilities. However, the extent to which professional preparation standards address skills to cultivate family-professional partnerships is unclear. Without this knowledge, it is challenging to understand the preparation of education…

The term "child find" refers to a district's ongoing obligation to evaluate upon reason to suspect a child may meet IDEA eligibility standards. This obligation consists of two components: a reasonable suspicion of eligibility and initiating the evaluation within a reasonable period of time. Because child find is a procedural matter, it…

The use of immersive interactive mixed reality (I[superscript 2]MR) technologies has been of interest to educators due to the rapid advancement of technology, lowered cost, and increased engagement of the senses. This is particularly attractive in special needs education (SNE) as it can provide a safe space in which students can learn and practice…

Students with disabilities may require specific assistive technology to use their strengths to compensate for a weakness or need caused by the disability, including both "devices" and "services." As a result, teachers need to be able to use and support students while using assistive technology during instruction. Teachers also…

There is no research on the lived experience of school-based occupational therapists providing sensory-based interventions for students with autism spectrum disorder (ASD). The purpose of this study was to investigate how school-based occupational therapists are addressing sensory processing limitations for students with ASD. A phenomenological…

Individuals with intellectual and developmental disabilities face barriers to accessing sex education, including a lack of professional ownership over providing sex education. Limited information exists regarding educator training background, funding structure, and who they serve. We interviewed 58 sex educators of individuals with intellectual…

The Catalyzing Change series from the National Council of Teachers of Mathematics (NCTM, 2018, 2020a, 2020b) states that students identified as Black, Latinx, Indigenous, language learners, poor, with disabilities, and other marginalized learners do not have the same opportunities and access as their peers to a high- quality mathematics program.…

Extended time is frequently recommended for students with disabilities (SWD) with an intent to remove barriers to accurate measurement of their underlying knowledge and skills. However, empirical findings have varied in terms of whether extended time conditions are an appropriate method for doing so, raising questions of whether frequent…

Belonging is an essential human need, regardless of whether or not one has a disability, and has been found to positively impact one's physical and mental health. Feelings of belonging for college students with intellectual and developmental disabilities (I/DD) have largely been unexplored in research. Using the 10 Dimensions of Belonging…

There is limited research about Tier 3 interventions provided during typical school Response to Intervention (RTI) implementation. As part of a larger RTI exploration study designed to focus on students with the most intensive reading needs, our goal was to contrast their Tier 1 core reading instruction with their Tier 3 intervention. Schools…

Artificial intelligence (AI) based education represents a significant transformation in the field of education of our age. Artificial intelligence (AI) technology has great potential to enrich the learning experience of special needs students, provide support to teachers, and reduce inequalities in education. Artificial intelligence (AI)…

In a person-centred approach, this study investigated profiles of inclusive teachers' beliefs about teaching students with intellectual and developmental disabilities (IDD) and their relations to teacher efficacy for inclusive practice. Eight hundred eighty-seven inclusive teachers in China responded to the Inclusive Teachers' Beliefs…

Students with disabilities are at an increased risk of experiencing poorer quality peer relationships than those without disabilities. Previous school-based efforts to promote positive peer interactions among students with and without disabilities have included individual skill development and broader initiatives such as inclusive school…

Legislative changes in the Czech Republic in 2016 created more favorable conditions for inclusive education of learners with acquired brain injury. Due to the scarcity of domestic and international evidence (only three studies) focused on this topic, this study aimed to understand the educational experience of a learner with a heart…

Universal instructional design (UID) is a framework that promotes a shift from individual remedial interventions to holistic learning models that are student-centered, accessible, and inclusive. Students with disabilities frequently report barriers that make educational experiences difficult, and recent studies report that students with…