The problem addressed in this study was that traditional assessments used for middle school math, regardless of any needs-based accommodation provisions, inhibit equitable representation of the academic abilities of students with individualized education programs (IEPs) for specific learning disabilities (SLD) because of the absence of the…

The purpose of this study was to seek to understand and describe the lived experiences of college students identified as having autism transitioning to adult status and the meaning they made of becoming independent. The essence of the shared expressed experience was sought for a new understanding of what it is like for students with autism as they…

This research focused on the development of inclusion in teacher education based on the inclusion of teacher candidates with their peers with autism spectrum disorder (ASD) in the university environment. Opinions on inclusion in the university environment were examined in terms of the professional development of teacher candidates, taking into…

This study aims at investigating the impact of visual arts activities on the socialization and stress management of individuals with special needs. This is a qualitative research study that employs "action research" and our data were collected based on the observations of teachers. Over a 20-week period, visual arts activities were…

This study examines teachers' beliefs in relation to their roles with respect to K-12 students with English as an additional language and co-existing disability (SEAL+D) participation in state-mandated accountability assessments. U.S. federal laws of the Elementary and Secondary Education Act (ESEA), last reauthorized as the Every Student Succeeds…

This dissertation presents three studies exploring mathematics interventions for students with autism spectrum disorder (ASD) including a review of literature and two intervention studies using manipulative based interventions. Specifically, the researcher conducted a systematic review of literature exploring the current state of the literature on…

A comprehensive high school located in Southern California exhibited a suspension rate of 11.1%, placing it second among high schools within their district during the 2018-2019 academic year. According to the California School Dashboard (2019), students who were African American, Hispanic, English learners, homeless, had disabilities, and were…

Mathematical word problems present various challenges for students, including English learners. Research on word problem-solving interventions for elementary English learners with or at risk for mathematics disabilities/difficulties was reviewed. A systematic search of studies conducted between 2012 and 2022 yielded a total of 14 research studies…

During life transitions, individuals with autism spectrum disorder (ASD) face unique challenges. When navigating the transition from high school to higher education, individuals with ASD confront increased vulnerability in social situations, decreased likelihood of program completion, and increased risk of mental health problems. To help these…

The Triangle Model of Reading proposes that phonology, orthography, and semantics are crucial to understand word reading and reading disability (RD). Morphology has been added as a binding agent to this model. However, it is unclear how these variables relate to word reading in children with attention deficit/hyperactivity disorder (ADHD) or…

Students with Disabilities (SWD) are underperforming in reading when compared to their neurotypical peers. Although reading research has made significant progress over the past 30 years, including recent developments regarding the science of reading, the findings from the extensive body of research are not consistently grounding instructional…

Earlier identification, advancements in hearing technology, and more widespread enrollment in early intervention programs have led to improved speech and language outcomes for many young children who are deaf or hard of hearing (DHH) using listening and spoken language (LSL). One cascading effect of these outcomes is that many young children who…

Students with disabilities who are identified to receive special education services have the right to a free and appropriate public education until they reach the age of 21 according to The Individuals with Disabilities Education Act [IDEA] (2004). This includes developmentally appropriate sex and reproductive health education for youth with…

Successful transition processes for students with disabilities can assist secondary and post-secondary education institutions in meeting the needs of students. The purpose of this research is to examine the nature of the transition process from secondary to post-secondary education for students currently enrolled in college. By examining…

Students who have the most significant support needs are at high risk for exclusion from general education. Unlock access to inclusive education for these learners with this forward-thinking book, a step-by-step guide to person-centered, strengths-based, and meaningful IEPs for K-12 students with complex support needs. This practical text shows…