Students classified with dis/abilities and situated in segregated special classes learn in a system of compulsory able-bodiedness. Peripheralized school high students in special classes experience marginalization and oppression leading to poor academic and postschool outcomes. This critical phenomenological study sought to investigate the lived…

Licensure requirements for school counselors vary across the United States. Some states require school counselors to have prior teaching experience before they are eligible for licensure. With the limited literature, it is currently unknown if this requirement is needed for successful school counselors. Bandura's self-efficacy theory was the base…

An increase in postsecondary education programming for students with intellectual disabilities in the United States has prompted a need for exploring a variety of aspects of the student experience. A sense of belonging has long been established as a basic need rooted in relationship that produces benefits for those experiencing belonging and…

Families face systemic barriers when deciding on educational services for their children with intellectual and developmental disabilities (IDD), including autism spectrum disorder (ASD). Further, caregiver health and well-being is critical for supporting children with IDD. In addition, research has shown a negative correlation between the quality…

There is a growing population of adolescent students with developmental disabilities (DD) in school settings. Educators are in need of evidence-based practices (EBP) to address the challenging behaviors of students with DD. A key consideration in determining whether practices should be considered as an EBP is whether these practices have been…

Implicit bias is a part of daily decision making and may impact a teacher's assumptions about educating students with disabilities. The concept of implicit bias has moved into the mainstream of discussions regarding equitable access to educational opportunities and resources. This study works to uncover some of the factors impacting implicit…

Since 2011, Bridgewater State University (BSU) has received funds through the Massachusetts Inclusive Concurrent Enrollment Initiative (MAICEI) to support students with intellectual and developmental disabilities (IDD) to attend college. This BSU-MAICEI partnership, named EXCEL (Extraordinary Expectations for Career, Education and Life), offers up…

This study assessed Filipino teachers' proficiency in accommodating students with disabilities in Montana. Utilizing quantitative analysis and a descriptive survey, 36 Filipino teachers in Montana with special needs students participated. Findings indicate a moderate level of knowledge, with no significant grade-level differences but notable…

The unprecedented school closures in response to COVID-19 have been associated with a number of negative impacts on students and their families. In addition to these difficulties, parents of students with disabilities are faced with prepandemic stresses and challenges that may be exacerbated by the school closures. This qualitative study aimed to…

Coursework that is dependent on experiential learning, such as that offered in the laboratory-based sciences, can present barriers for a variety of students. These barriers can be magnified for students who experience disabilities that impact their access to the full depth of the course content and materials. Our unique perspective was formed…

Teachers are often mentioned among the key factors in the quality of the teaching process. This research aims to adapt to Serbian the Teacher Efficacy for Inclusive Practice (TEIP) Scale, and identify factors that correlate with high levels of perceived efficacy. A total of 288 teachers participated in the research. We conducted a factor analysis…

Children and adolescents with intellectual and developmental disabilities (IDD) are more likely to engage in challenging and interfering behavior than their typically developing peers, which has been linked to many negative outcomes. The most effective interventions to address challenging and interfering behavior incorporate function-based…

The COVID-19 pandemic has created unprecedented challenges for social research. However, little is known about the impact of social distancing measures on research with hard-to-reach populations. This paper provides methodological reflections on the efficacy of socially distanced recruitment and interviewing methods for research with disabled…

This study analyzed the post-high school outcomes of exited high-school students with intellectual disability and autism spectrum disorder from a southwestern U.S. state. A predictive analytics approach was used to analyze these students' post-high school outcomes data, which every state is required to collect each year under U.S.…

This study investigated writing achievement in a Canadian cohort of school-aged deaf learners (N = 64). In the current context, in which most students are educated in inclusive settings and use hearing technologies, the goal was to establish whether outcomes approach those of hearing-age peers and identify demographic factors (e.g., gender, grade,…