This study investigated the value of ACT Composite scores and high school GPA (HSGPA) in predicting first-year college GPA (FYGPA) and degree completion of students with disabilities who took the ACT with accommodations and enrolled at a two-year or four-year public institution in a single state in the southern US. Descriptive analyses found that…

This study investigates the time-use patterns of students with learning disabilities during digital mathematics assessments and explores the role of extended time accommodations (ETA) in shaping these patterns. Using latent profile analysis, four distinct time-use profiles were identified separately for students with and without ETA. "Initial…

Background/purpose: This study examines Saudi university instructors' perspectives on challenges, support factors, and readiness to include students with disabilities. The aim of this study is to identify the perspectives of Saudi university faculty members on accommodating students with disabilities, as well as to highlight the main barriers that…

Providing inclusive education for students with autism appeared to be challenging for secondary schools. Few studies examined the perspectives of secondary school teachers and students on the inclusion of students with autism in mainstream secondary schools. To develop a more generalizable understanding of barriers and facilitators, of the…

Twice-exceptional students often face challenges stemming from misconception, misidentification, or misplacement in educational systems. Because the disability may mask the gift/talent domain or the gift/ talent domain may mask the disability, it can be challenging to recognize these students and appropriately respond to their learning needs. For…

In this research, we surface, interrogate, and disrupt how Disability law and the work of Disabled activists are appropriated and supplanted in ways that perpetuate the isolation of Disability as an individual experience in higher education. Alternatively, we theorize Disability law in higher education through a collaborative examination of the…

The inclusion of students with disabilities in general education versus more restrictive settings has steadily increased since the 1990s. Yet little is known about inclusion's effectiveness for these students or their nondisabled peers. I examine the impacts of a district-wide inclusion policy, leveraging the staggered, school-level implementation…

While autism has received attention in education research, it is notable that teachers of children with autism are under-researched, especially in the Ugandan context. This phenomenological qualitative study explored the experiences of teachers supporting children with ASD in central Uganda. Using interpretative phenomenological analysis (IPA),…

Limited evidence is available on school placement types that Australian parents of autistic students prefer. This mixed methods study explored parents' school placement preferences, the impact of student characteristics on these preferences and parents' reasons for their preferences. Surveys with closed- and open-ended questions were used to…

Friendships for students with ADHD have been presented within the literature as an area of complex challenges. Medical perspectives surrounding ADHD attribute these challenges in social relationships to deficits in the individual's behaviour, emotional regulation, prosocial skills and patterns of comorbidity that males and females with ADHD…

Background: Over the past four decades, the Individuals with Disabilities Education Act (IDEA) has expanded access to public education for millions of students with disabilities, who now make up nearly 15% of the public-school population (National Center for Education Statistics, 2024). The IDEA's primary goal is to boost educational and…

Early childhood inclusion is a national priority--but how can preschool programs step up the progress of inclusion and ensure that all young children learn and grow together? Big-picture change is the answer, and this new edition of a trusted bestseller offers programs, communities, and states a clear path forward. Written by top inclusion experts…

Individualized Education Programs (IEPs) are crucial for the educational planning and service provision for students with disabilities (SWDs) in special education. Within the IEP, the Present Level of Academic Achievement and Functional Performance (PLAAFP) statement forms the basis for developing goals and interventions. Despite its importance,…

Collaboration among different teacher profiles is one of the most important factors in meeting the needs of pupils with special needs. In a study of 138 teachers from different regions of Slovenia (57 special education teachers and 85 visual art teachers), we investigated how they collaborate when working with pupils with severe specific learning…

The purpose of this survey study was to investigate the perceptions of music teachers in the state of Wisconsin about their use of Individualized Education Programs (IEPs) in music classrooms. One hundred seventy-nine music educators completed the survey. Music teachers indicated that many of them do not have access to student IEPs and that…