Background: The United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) recognizes communication accessibility as a fundamental human right. Communication plays a key role in facilitating belonging, sharing and engaging with communities, allowing individuals to connect and forge relationships. Communication is fundamental to…

Advances in comprehensive community-based early childhood systems require sophisticated partnerships among numerous constituencies including health, education, human services, and parent groups. Considered here is the potential for early childhood inclusive practices based on a commonly shared developmental framework to facilitate those…

While the Indiana Commission for Higher Education pursued an historic agenda during the 2023 legislative session aimed at reversing declining trends and catalyzing opportunities, Commissioner Lowery believed that deep and long-term improvements would require collaborative and concerted efforts by five key sectors of civil society for genuine…

"Maximising Learning in Physical Education" identifies some key challenges in physical education that impact pupils' learning, looking at how they manifest over time and suggesting possible ways teachers can address them. Each chapter features a real-life case study or a scenario to illustrate a specific challenge and identify some…

The "Individuals with Disabilities Education Act" (IDEA) requires state education agencies (SEAs) to establish a general supervision system for their local education agencies (LEAs), which includes making LEA determinations. In this resource, the IDEA Data Center (IDC) provides an overview of the annual LEA determinations requirements…

This study investigates the relationships between family dynamics, parental psychological distress, and functional impairment in Turkish autistic children. We recruited 100 families, including children aged 6-12 years diagnosed with autism and their parents. Autism severity was measured using the Childhood Autism Rating Scale. Parents completed…

Background: Differentiating typical language development (TD) and developmental language disorder (DLD) in a bilingual context is difficult. The societal language is often the only mutual language of the child and the SLT. It has been shown that when assessing second language (L2) performance using tools developed for monolingual children,…

Despite the recommendations of international institutions on how to promote a more inclusive education, we are witnessing a significant gap between the research findings on Inclusive Education and what really happens in the classrooms. This article explores the conditions that enable or constrain knowledge mobilisation, from the perspective of…

Teachers' perceptions and practices of inclusive education shape the way diverse students with disabilities access regular education, which impacts their academic and social performance. The purpose of this exploratory case study is to examine the perceptions of inclusion and practices that general education and special education teachers use in…

The global shift to online learning during the COVID-19 pandemic presented unique challenges for learners with special educational needs (LSENs), particularly in terms of parental involvement, which has been insufficiently explored in previous research. Although existing studies have highlighted the critical role of parents in supporting their…

In many countries around the world, students with disabilities (SWDs) have the legal right to adequate education, comparable to their non-disabled peers. What are higher learning institutions in these countries doing to ensure this is the case for SWDs? This study sought to determine the extent to which universities in Saudi Arabia provide…

Graduates of special education teacher education programs can teach in a range of special education settings, raising the potential that their training can occur in very different settings than where they find their first jobs. We follow 263 completers of Moderate Disabilities programs in Massachusetts from their field placements to their…

Graduates of special education teacher education programs can teach in a range of special education settings, raising the potential that their training can occur in very different settings than where they find their first jobs. We follow 263 completers of Moderate Disabilities programs in the U.S. state of Massachusetts from their field placements…

Nearly 31% of U.S. school-age students labeled emotional disturbance spend most of their school day in self-contained classrooms. Thus, it is critical for district leaders to understand how to support educators' capacity to provide effective services for students with significant behavior-support needs. We overview how district leaders can…

Chinese educator Mr. Chen once said, "Anything that children can do on their own should be done by them. If children develop bad habits, they will suffer from them throughout their lives." This is especially true for children with disabilities. However, early life skills training for children with intellectual disabilities is more…