We examined the effect of intervention dosage on mathematics outcomes for students with or at risk for mathematics learning disability in kindergarten through third grade. Using linear and nonlinear models, we meta-analyzed 164 effect sizes from 24 published experimental and quasi-experimental studies. Results supported a linear model and an…

In the updated third edition of this unique book, Catherine McBride looks at reading and writing development and impairment across a range of languages, scripts, and contexts. This new edition highlights multiliteracy and multilingualism and broadly explores the science of reading. A timely and important contribution to our understanding of…

The aim of this study is to investigate the effectiveness of Realistic Mathematics Education Strategies Mobile App (REMSAM) on the mathematical problem solving performance of students with learning disabilities (LD). The participants of this study consisted of five children (three girls, two boys) with LD. The study was carried out based on a…

The aim of the study is to examine the effect of ABC linking activity on misspelled words in eliminating the writing errors of students with dysgraphia. The study group of the research consisted of 12 students with dysgraphia-induced writing errors who were studying in the second grade at Aybey Primary School in Usak/Türkiye in the 2021-2022…

The importance of text complexity has gained recognition since the Common Core State Standards (CCSS-ELA) were developed. The "Linking Science and Literacy for All Learners" (LS&L4AL) program uses multimodal STEM text sets to link reading grade-band complex texts with Next Generation Science Standards (NGSS) sense-making. We define a…

Taking an inclusive and equitable approach to emergency management planning means considering the needs of all populations, and neurodivergent individuals are entitled to the same emergency services as neurotypical individuals. Core planning teams should team up with disability specialists, parents and guardians, and Individualized Education…

Guided by Self-Determination Theory, we conducted a case study of a high school math teacher nominated by students with disabilities as one who enhanced their learning. Using a combination of interviews and classroom observations, we explored the specific strategies that the teacher used to promote perceived autonomy among students with learning…

When using response to intervention (RTI) for special education eligibility decisions, multidisciplinary teams (MDTs) may use performance level and rate of improvement (ROI) as two metrics when evaluating student responsiveness. Although examining student responsiveness to instruction is a critical component of an evaluation using RTI, previous…

Despite the clear importance of the student-teacher relationship, few studies have focused on children with special education needs (SEN) and learning disabilities (LD). The purpose of this study was to examine the quality of the student-teacher relationship and its effects on the behavior, work, and social and relational skills of students with…

Faculty preparedness is a crucial parameter that influences students with learning disabilities' success. With limited research on faculty preparedness to teach students with learning disabilities in community colleges, this qualitative study took on a crucial and often overlooked area of inclusive education. The study focused on faculty…

Since the learning disability (LD) population comprises the largest group receiving special education services, there is a need for research to examine the self-concept of this population at a global level. This systematic literature review synthesized 20 years of quantitative research (k = 16) about the self-concept of students with LD. The…

Teachers' expectations influence students' outcomes. Studies demonstrate that teachers lower their performance expectations of students with learning problems when these students are labelled with a 'Learning Disability' (LD) diagnosis. Our study aims to investigate whether these effects can be replicated in N = 429 special and regular education…

Using British Columbia Ministry of Education administrative school data within the Education and Labour Market Longitudinal Platform, this study compared the proportions of high school graduates among Grade 12 students with and without special needs across nine cohorts from 2010/2011 to 2018/2019 before and after controlling for several…

The aims of this study were the investigation of the transition knowledge-skills of adolescents and young adults with visual impairments, learning difficulties, or mobility impairments, and the impact of disability, individual characteristics, social support, and self-esteem, on their transition knowledge-skills. Apart from the questionnaire…

Response to Intervention (RtI) is a tiered system that is designed to provide varied levels of support to students that may be at-risk for learning disabilities. These interventions are adjusted for students based on their progress and associated data. For students that are nonresponsive to interventions over time, a special education evaluation…