Search

Introduction: Sustained Attention (SA) failure is one of the main characteristics of Specific Learning Disorders (SLD). Recent studies have reported a positive effect of Cognitive Rehabilitation (CR) and Neurofeedback (NFB) on SA in SLD. Thus, the effectiveness of CR and NFB is well understood. This preliminary study aimed to compare the effects of CR and NFB on SA among the elementary school students with SLD, using a randomized controlled clinical trial. Methods: In this preliminary randomized controlled clinical trial, 53 eligible students with SLD (based on DSM-5) within the age range of 7 to 10 years were randomly assigned in the NFB (n=18), CR (n=18), and control group (n=17). All the participants were evaluated for SA using the Continuous Performance Test (CPT), at the time of entry to the study, and one month later. The intervention groups participated in 20 sessions of CR and 20 sessions of NFB, while the control group was evaluated without any intervention. Results: A total number of 24 boys and 36 girls in four groups (n=15) completed the study. The Mean±SD age of the participants in the CR, NFB, and control groups were 8.66±1.48 years, 8.40±1.73 years, and 8.53±1.63 years, respectively. Results showed a significant difference in the variables of the CPT between the study groups (P<0.05). Also, the CPT scores of the CR group were higher than that of the NFB group (P<0.001). Conclusion: This study supports that CR is more effective than NFB on SA in students with SLD. [ABSTRACT FROM AUTHOR]

The growing emphasis on inclusive education over the last decade has placed renewed focus on curriculum and the extent to which standard or different curricula should be enacted for learners with special educational needs. This paper explores the enactment process for a state-mandated, standard curriculum in Irish special schools. A two-phase, explanatory sequential mixed-methods approach to data-gathering was adopted. Phase 1 incorporated a questionnaire distributed to the principal of every special school in the Republic of Ireland (n = 133). Phase 2 consisted of a multi-site embedded case study with three special schools for children with varying levels of general learning disability. The findings illustrate how special education teachers modify the curriculum to make it more accessible for all learners and showcase the pertinence of curriculum design frameworks for framing those illustrations. The paper concludes by demonstrating the potential of a modified curriculum design framework for ensuring that learners with the most complex needs have better opportunities to access a curriculum with degrees of commonality to their peers. [ABSTRACT FROM AUTHOR]

Information and Communication Technologies have transformed our lives in different social areas, facilitating interpersonal relationships thanks to technological tools. In the specific case of people with disabilities, Assistive Technologies (ATs) break down barriers and increase opportunities to become active members of society with equal opportunities. This paper presents a systematic mapping study that analyzes the current state-of-the-art of ATs proposed in the literature to support the empowering of people with disability. Specifically, this paper focuses on (1) describing a global vision of the scientific literature published in the last 20 years about ATs in the computer science field and (2) identifying research needs, gaps, and trends. For this purpose, an in-depth analysis of 389 primary studies is presented. The information obtained from the mapping process is also constrained. Concretely, 35 ATs versus 22 disabilities are compared, obtaining striking peaks for some disabilities described in the discussion. Finally, the findings show that several areas have been covered only lightly, revealing interesting future directions and challenges for junior researchers. • ATs have the potential to break down barriers for people with disabilities, enabling them to participate more fully in society. This implies a need for rehabilitation programs to incorporate ATs into their strategies to enhance social inclusion. • Given the transformative role of ICT, rehabilitation programs should focus on helping people with disabilities develop the necessary technological skills to utilize ATs effectively. • This work highlights the diversity of ATs and disabilities, suggesting a need for personalized rehabilitation plans that match specific ATs to individual disabilities. • Rehabilitation professionals should be trained to assess and recommend appropriate ATs for each case. Rehabilitation programs should consider incorporating cutting-edge ATs and staying involved in research to contribute to future developments to cover gaps and challenges identified. [ABSTRACT FROM AUTHOR]

The few existing studies in international literature about students with learning disabilities' postsecondary persistence and academic performances show varied outcomes. Rigorous research has been limited. Moreover, in Italy there is a dearth of public data on students' careers and clearly a deficiency regarding literature on this topic. To tackle this situation, propensity score matching techniques were used in this paper to compare data about persistence and academic success of students who reported a learning disability with those who did not, all enrolled in a large University in Northern Italy. Once potential confounders were taken into account, our findings indicated that students with an attested learning disability were as likely to persist in academic context as peers without any LD. However, for what concerns academic performances, the outcomes varied according to the measures being used. Although there were no significant differences between the two groups in terms of the number of course credits (ECTS) earned, students with learning disabilities continued to lag behind their counterparts without disabilities concerning first-year grade point average achieved. This paper includes final recommendations for future research, in order to fill existing gaps in methodology and area of study. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to introduce the concept of using the well-established Shared Lives approach to support survivors of domestic abuse with complex needs including those with learning and physical disabilities, older people and carers. Design/methodology/approach: Survivors with complex needs are often excluded from traditional domestic abuse support services thus increasing their risk and making recovery impossible. Using the Shared Lives approach in suitable cases could address gaps in provision and improve the outcomes for survivors with disabilities, older survivors and carers. Findings: The paper draws on evidence from reports and research about the experiences of these cohorts of survivors to explain how the Shared Lives approach could increase support options for specific categories of survivors. Practical implications: Using the Shared Lives approach to support cohorts of victims/survivors who experience barriers to accessing support could improve outcomes for these people, reduce risk of serious harm and improve quality of life. Originality/value: With the recent recommendation from Association of Directors of Adult Social Services around increasing use of Shared Lives, this paper provides one potential way to meet this recommendation. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to provide a commentary response to "Stakeholder experiences of deprescribing psychotropic medicines for challenging behaviour in people with intellectual disabilities". Design/methodology/approach: The commentary provides some evidence-based perspectives on the risks and challenges of psychiatric drug-withdrawal, emphasising the importance of the patient experience in deprescribing decisions. It also makes the case for clinical clarity and carer-engagement in optimising deprescribing outcomes for individuals. Some clinical reflections are provided. Findings: Whilst efforts to reduce the overmedication of people with learning disabilities are welcomed, there is lacking evidence around this population's experience of adverse effects from psychiatric deprescribing decisions, including differentiating between withdrawal and relapse effects. Clinical clarity and carer engagement are key to safe and effective prescribing, although in reality, this can be challenging. Originality/value: This paper will be of value to all professionals with a role in the effective deprescribing of psychiatric medications with and/or for people with intellectual disability. It provides perspectives on aspects of stakeholder experience that warrant further consideration and research. [ABSTRACT FROM AUTHOR]

This paper considers current workforce issues facing psychological professionals working in NHS services, examining the challenges, and identifying opportunities to better meet the needs of autistic people and people with an intellectual disability (PwID) across the lifespan. The aim of this paper is to identify and publicly articulate the need for a coherent approach to guide the practice of psychological professionals when helping autistic people and/or PwID. It should be noted that the scope of the paper is limited to autism and intellectual disability. In addressing these broad groups and their co-occurring conditions and needs, we anticipate that many principles could be applied to other neurodevelopmental conditions. We also note the significant potential challenges in linking intellectual disability and autistic populations, hence have attempted – in drawing together a working group to write this paper – to ensure representation from a range of psychological professionals including those in policy, leadership, and training roles, those working in specialist or generic mental health services and undertaking clinical research across the lifespan. Objectives: ■ To help define and support clear action so that all sectors welcome and adequately support people with neurodevelopmental differences, including autistic people and/or PwID. ■ To play a role in the development, planning and evaluation of new psychological professions roles such as the Clinical Associates in Psychology (CAPS) and Education Mental Health Practitioners (EMHPs). ■ To reflect on the obstacles to recruiting to autism and learning disability services and to propose approaches to developing a sustainable psychological workforce in these areas. ■ To recognise where good examples of education and training programmes exist to address training, confidence and competence for all psychological professionals working with those who may be autistic and/or have an ID, and consider how to establish a more consistent approach to education, training and CPD across the workforce. ■ To engage in policy discussions around the current gaps, such as the demand for diagnostic assessments and support which significantly outstrips capacity, whilst highlighting unrealised opportunities, through for example, a systematic approach to training. ■ To advocate for the need for the voice of autistic people and PwID and their families/carers which is often absent from the design and offer of help. [ABSTRACT FROM AUTHOR]

Purpose: Institutional abuse is a worldwide phenomenon with the UK also subject to several high-profile abuse scandals perpetuated on people with learning disabilities and/or mental health conditions living within institutional settings. This study aims to provide a broad perspective of safeguarding practices within institutional care to inform practice and service development in this area. Design/methodology/approach: A narrative overview was undertaken of a range of empirical evidence, discussion papers, enquiry reports, reports from regulatory bodies and professional guidance to explore safeguarding practices within institutional care for individuals with learning disabilities and/or mental health conditions. Findings: A range of literature was identified that exposed and explored abuse in this context. Three key themes were identified: failings within institutional care; safeguarding issues and concerns; and good practice within institutional care. Whilst guidance is available, standards are explicit and protocols facilitate improvement potential in this area, a consistent message was that statutory recommendations for reform have not been effective. Originality/value: This paper provides an important resource for practitioners and service providers involved in institutional care. An accessible overview of both the empirical evidence and grey literature on adult safeguarding within institutional settings is provided, along with a range of standards and resources that specify practice in these settings. [ABSTRACT FROM AUTHOR]

To ensure full participation of people with disabilities in research, accessibility of the instruments employed is essential. This paper describes an exploratory research which included the adaptation of the AIR Self-Determination Scale and the Promotion of Autonomous Decision-Making Scale. The adaptation was designed to enable Hebrew-speaking young adults with physical disability, autism, psychosocial disability, complex learning disabilities, deafness or hearing impairment, or blindness or visual impairment, to complete a self-report questionnaire. It included extensive wording simplifications. In addition, original Likert scales were reduced, and symbols were added to improve accessibility. The forms were modified to a coloured format with more visible headings, including use of a screen reader and additional visual adaptations. The adaptation process included three phases: questionnaire adaptation, examination of face and content validity, and a reliability assessment of the final version. The process was informed by input from young adults with disabilities. We conclude that simplified language, symbols, and visual effects should be considered when adapting questionnaires for people with disabilities. In addition, consulting with individuals with disabilities as experts by experience, should be integral to the adaptation of instruments. [ABSTRACT FROM AUTHOR]

Individuals with prenatal alcohol exposure (PAE) commonly experience co-occurring diagnoses, which are often overlooked and misdiagnosed and have detrimental impacts on accessing appropriate services. The prevalence of these co-occurring diagnoses varies widely in the existing literature and has not been examined in PAE without an FASD diagnosis. A search was conducted in five databases and the reference sections of three review papers, finding a total of 2180 studies. 57 studies were included in the final analysis with a cumulative sample size of 29,644. Bayesian modeling was used to determine aggregate prevalence rates of co-occurring disorders and analyze potential moderators. 82 % of people with PAE had a co-occurring diagnosis. All disorders had a higher prevalence in individuals with PAE than the general population with attention deficit hyperactivity disorder, learning disorder, and intellectual disability (ID) being the most prevalent. Age, diagnostic status, and sex moderated the prevalence of multiple disorders. While prevalence of disorders is crucial information, it does not provide a direct representation of daily functioning and available supports. Results should be interpreted in collaboration with more individualized research to provide the most comprehensive representation of the experience of individuals with PAE. Co-occurring diagnoses are extremely prevalent in people with PAE, with older individuals, females, and those diagnosed with FASD being most at risk for having a co-occurring disorder. These findings provide a more rigorous examination of the challenges faced by individuals with PAE than has existed in the literature, providing clinicians with information to ensure early identification and effective treatment of concerns to prevent lifelong challenges. • No study has examined mental health prevalence rates in individuals with PAE but not FASD. • 57 articles including 29,644 individuals with alcohol exposure were found and analyzed. • 82 % of individuals with alcohol exposure have at least one co-occurring disorder • Older individuals, females, and those with an FASD diagnosis had higher prevalences of multiple disorders.. • These findings help inform both the diagnosis and support of individuals with alcohol exposure [ABSTRACT FROM AUTHOR]

Aim Design Methods Results Conclusions Impact Reporting Method Patient or Public Contribution to the Development of this Study To explore nursing students' lived experience of a clinical placement within healthcare in a prison, to gain an insight into the support provided prior to and during this unique clinical placement.An inductive phenomenological study.Participants included 14 nursing students from three undergraduate nursing programmes in England, Adult (n = 4), Learning Disability (n = 3) and Mental Health (n = 7). Following a clinical placement in a prison, each participant completed a semistructured audio‐recorded interview on MS Teams between October and December 2021. Audio recordings were transcribed verbatim and thematic analysis was completed.Two overarching themes were identified, ‘shock’ due to the (a) reality of prison; (b) overwhelming emotional impact and (c) frequency and severity of self‐harm and ‘surprise’ due to (a) the need to work with prison officers; (b) recognizing and addressing preconceptions of people in prison and (c) the development of clinical knowledge, skills and becoming a nurse.The need remains for a comprehensive strategy of preparation and orientation for nursing students before commencing a clinical placement in prison, which includes the development of knowledge and clinical skills to support the complex health and social care needs of people in prison.Our research identified the support provided to nursing students prior to clinical placement in prison varies considerably. The development of a preparation and orientation programme has the potential to reduce pre‐placement anxiety, emotional burden and support nursing students in addressing their preconceptions of people in prison. This approach is essential to support future nursing students to embrace the unique opportunity of a clinical placement within a prison, enhance their clinical knowledge and skills, and develop as a nurse.Our paper adheres to the consolidated criteria for reporting qualitative research (COREQ).None. [ABSTRACT FROM AUTHOR]

New forms of interaction made possible by developments in special educational technologies can now help students with dyscalculia. Artificial intelligence (AI) has emerged as a promising tool in recent decades, particularly between 2001 and 2010, offering avenues to enhance the quality of education for individuals with dyscalculia. Therefore, the implementation of AI becomes crucial in addressing the needs of students with dyscalculia. Content analysis techniques were used to examine the literature covering the influence of AI on dyscalculia and its potential to assist instructors in promoting education for individuals with dyscalculia. The study sought to create a foundation for a more inclusive dyscalculia education in the future through in-depth studies. AI integration has had a big impact on educational institutions as well as people who struggle with dyscalculia. This paper highlights the importance of AI in improving the educational outcomes of students affected by dyscalculia. [ABSTRACT FROM AUTHOR]

Background: Policy, research, and people's own experience in the UK consistently highlight the central importance of a home of choice for people with learning disabilities. Yet attention is mainly focused on the development of specialist as opposed to generic housing options for people with learning disabilities. Methods: This article reviews the findings from a major research study looking at the rented housing sector for people with learning disabilities. The study comprised of a review of local authority learning disability strategies; a 'national conversation' with key stakeholders; and thirty‐five, qualitative interviews with people with learning disabilities who rent their own homes. Findings: The research found that local learning disability strategies are lacking in information on rented housing for people. A national consultation identified a range of challenges in accessing rented housing for people wishing to do so. Interviews with people with learning disabilities renting their own place confirmed some of these problems but also, crucially, highlighted the success for most who rented their own home. People liked renting and were managing their tenancies well with relatively modest support. Conclusions: The evidence points to the possible benefits of a greater focus on renting for people with learning disabilities. Accessible summary: People with learning disabilities want to live in a home they feel safe and comfortable in.Some—but not very many—people with learning disabilities rent their own homes from social housing organizations or private landlords. There is not much research about this.The research in this paper looked at local authority strategies about housing and people with learning disabilities and then talked to lots of different people about the issues including people with learning disabilities who do rent.Overall, people enjoy renting their own homes and feel happy and settled.But people did not always get enough support to rent their own homes. It could be a complicated process, and information was often not very accessible. [ABSTRACT FROM AUTHOR]

Aim: To investigate the prevalence and clinical manifestations of reading, writing, and mathematics disorders in children with cerebral palsy (CP). We explored how the clinical profile of these children differed from those with specific learning disorders (SLDs), taking into account several factors, particularly IQ scores, neuropsychological aspects, and the presence of a visual impairment. Method: A prospective cross‐sectional study was conducted in 42 children with CP (mean age 9 years 8 months; SD = 2 years 2 months) and 60 children with SLDs (mean age 10 years; SD = 1 year 7 months). Clinical characteristics, neuromotor and cognitive profiles, neuropsychological aspects (speech performance, academic skills, visual attention, phonological awareness, working memory), and signs of visual impairment (visual acuity, contrast sensitivity, visual field, oculomotor functions) were assessed. A machine learning approach consisting of a random forest algorithm, where the outcome was the diagnosis and the covariates were the clinical variables collected in the sample, was used for the analyses. Results: About 59% of the children with CP had reading, writing, or mathematics disorders. Children with CP with learning disorders had a low performance IQ, normal phonological awareness, and working memory difficulties, whereas children with SLDs had normal performance IQ, impaired phonological awareness, and mild working memory difficulties. There were no differences in verbal IQ between the two groups. Interpretation: Learning disorders are frequently associated with CP, with different clinical characteristics, compared with SLDs. Assessment of academic skills is mandatory in these children, even if the IQ is normal. At school age, specific interventions to promote academic skills in children with CP could be a major rehabilitative goal. What this paper adds: Reading, writing, and mathematics disorders in cerebral palsy have specific clinical characteristics.Their underlying mechanisms differ from those described in specific learning disorders.Working memory impairment can be considered a hallmark of learning disorders in children with cerebral palsy. [ABSTRACT FROM AUTHOR]

This paper provides an examination of the foundations, efficacy, and effectiveness of a set of practices associated with improved social studies and history learning and literacy outcomes for middle grade students, including students with varying learning needs (e.g., English learners, students with disabilities). This approach, Promoting Adolescents' Comprehension of Text, has been the focus of multiple randomized controlled trials, including a large-scale effectiveness study. This paper has two foci: (a) to examine the evidence for the PACT intervention across settings, populations, and time and (b) to consider the design of these studies and the unit of randomization (i.e., within teacher or across school) to better understand why the typically expected differential effect sizes between efficacy and effectiveness studies were not evident. [ABSTRACT FROM AUTHOR]

This paper delves into a comprehensive investigation of the current situation faced by students with special needs (SSNs) and learning disabilities (LDs) across various educational levels. It aims to shed light on the existing challenges experienced by these learners in primary, secondary, and higher education settings. To ensure the validity of the findings, this study adopts a multi-method approach that combines observation, interviews, and an extensive review of relevant literature in the field. By employing observational techniques, researchers closely observe the daily experiences of SSN students within educational environments. Interviews are conducted with students, teachers, and parents to gain valuable insights into their perspectives and understand the specific difficulties they encounter. In addition, the study thoroughly examines prior scholarly works and research papers related to SSN and LD, enhancing the breadth and depth of the investigation. Upon culmination, this paper presents a set of recommendations directed toward the teaching staff, administrative personnel, and the Ministry of Higher Education and Scientific Research. These suggestions aim to foster an inclusive and supportive educational ecosystem that caters to the unique needs of SSN students. They encompass strategies for curriculum development, teacher training, classroom accommodations, and administrative policies, which collectively contribute to enhancing the learning experience and overall well-being of SSN learners. [ABSTRACT FROM AUTHOR]

Background: Sleep problems are regularly reported in people with intellectual disabilities. Recent years have seen a substantial increase in studies comparing sleep in people with intellectual disabilities to control participants, with an increase in the use of validated, objective measures. Emerging patterns of differences in sleep time and sleep quality warrant pooled investigation. Methods: A systematic search was conducted across three databases (Ovid Embase, PsycInfo and Medline) and returned all papers comparing sleep in people with intellectual disabilities to a control group, published since the last meta‐analysis on the topic. A quality framework was employed to rate the risk of bias across studies. Separate meta‐analyses of sleep duration and sleep quality were conducted. Subgrouping compared findings for those studies with participants with genetic syndromes or neurodevelopmental conditions and those with heterogeneous intellectual disability. Results: Thirteen new papers were identified and combined with those from the previous meta‐analysis to provide 34 papers in total. Quality of studies was generally rated highly, though sampling provided risk of bias and adaptive functioning was rarely measured. People with intellectual disability associated with genetic syndromes or neurodevelopmental conditions sleep for shorter time periods (standardised mean difference =.26) and experience worse sleep quality (standardised mean difference =.68) than their peers. People with intellectual disability of heterogeneous origin show no difference in sleep time but have poorer sleep quality. There was some evidence that age moderated these effects. Conclusions: People with intellectual disability have poorer sleep than those without. Subtle patterns suggest that aetiology of intellectual disability moderates the topography of these difficulties, with further work needed to differentiate common and distinct mechanisms across groups. [ABSTRACT FROM AUTHOR]

People with intellectual disabilities (ID) are vulnerable to multiple long-term conditions (MLTC). However, in the UK, there are no individual strategies tailored for them. This study synthesised evidence on prevalence of MLTC in people with ID alongside risk factors, outcomes and preventative strategies. The scoping review used the tool Abstrackr to search retrieved articles from three bibliographic databases. Of 933 articles initially screened and further identified, 20 papers met our inclusion criteria. Our findings revealed significant data on prevalence of MLTC in people with ID across the studies, but very limited data on clusters or patterns of co-occurrence in this population. The majority of papers explored risk factors and strategies for prevention of MLTC, but far fewer compared outcomes by MLTC. The identified gaps in the literature indicate the need for further research to identify clusters of MLTC and tailored prevention strategies to reduce poor outcomes in this population. [ABSTRACT FROM AUTHOR]

Individuals differ in many ways. But in educational perspective learning disability is the obstacle in acquiring knowledge and to express it. The individuals with learning disability seem like as normal child. Identification of learning disabilities should be at early stage, unless it will stop the progress of the individual. There are different types of learning disabilities and there exist different types of training or intervention programs. In this paper the researcher has explained the concepts, types and some remedies for learning disabilities. There are some instructions for teachers as well as for managements. [ABSTRACT FROM AUTHOR]

AbstractThis paper describes the process we undertook to develop a game-based approach to collect data for the diagnosis of dyslexia in children between the ages of 6 and 12 years old. A number of data collection approaches have been used previously such as eye tracking, MRI, EEG and game based approaches. Data collection can be a challenging task, as many of these approaches rely on use of specialized technology and in the case of MRI and EEG approaches, also require the presence of experts. In contrast, game based data collection is less intrusive and does not require the presence of experts or specialized devices. The content of the game in this research work was designed by identifying the problems faced by children with dyslexia in different age groups, designing questions to evaluate these problems and finally, validating the game design through two formative evaluations and with domain experts. This initial study and its statistical analysis showed a significant difference in the performance of children with dyslexia from children without dyslexia when playing the game. [ABSTRACT FROM AUTHOR]

A queue‐jumping argument concludes that some course of action is impermissible by likening it to the presumptively impermissible act of jumping a queue. Arguments of this sort may be found in a disparate range of contexts and in support of policies favoured by both left and right. Examples include arguments against private education and private health care but also arguments against accommodations for learning disabilities, refugee resettlement, and birthright citizenship. We infer that, although queue‐jumping arguments are strictly analogies, they constitute a sufficiently distinct class of arguments to justify their separate treatment. The paper proposes an argumentation scheme for queue‐jumping arguments and demonstrates its applicability to some existing arguments of this type. [ABSTRACT FROM AUTHOR]

To identify and describe the aims, methodological approaches, and major findings of studies on the use of STT among secondary pupils (age 12–18) with learning difficulties published from January 2000 to April 2022. This scoping review includes empirical studies published in peer-reviewed journals and grey literature between January 2000 and April 2022. Searches were conducted in April 2022 in three databases: ERIC, PsycINFO and Scopus. In addition, related reviews were manually screened for relevant papers. Eight peer-revied studies and five publications of grey literature were found to meet the inclusion criteria; two studies employed experimental designs, four employed quasi-experimental designs and seven employed explorative designs. Six studies described STT as an assistive technology (a compensatory aid for poor writing performance); two assessed STT as an instructional technology to determine whether it improves overall writing and related skills (e.g., reading). Results suggest that STT may increase pupils' abilities to produce texts with fewer errors, provide help with spelling and improve reading comprehension and word recognition. To date, there is a paucity of high-quality research on the use of STT among adolescents with LD. The scoping review shows that very little research has been conducted on the use of STT for adolescents with learning difficulties in secondary education. Findings from the studies identified five areas of interest: writing related skills, text assessment, writing processes, accuracy of the technology, and participants' experiences. Findings indicate that writing performance among students with learning difficulties improves when using STT. Parents, teachers, and pupils report positive experiences with the technology, particularly for students with severe reading and writing difficulties. There is a great need for more robust research on the use of speech-to-text technology (STT) in educational settings, especially on its effect on writing skills Studies describe STT as either an assistive (a compensatory aid for poor writing performance) or instructional technology (aiming to improve learning in general). It is important that practitioners are aware of the different aims and possible consequences of introducing STT to learners with writing difficulties. STT provides both opportunities and challenges for writers with learning difficulties in secondary education. Findings indicate that writing performance among students with learning difficulties improves when using STT, yet inaccuracy of the technology was presented as one of the main challenges. Parents, teachers, and pupils report positive experiences with the technology, particularly for students with severe reading and writing difficulties. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To gain insight in how to demonstrate the impact arising from your research work • To understand the careful planning required at all stages of research to achieve impact • To gain an overview of strategies used in one study that could be transferred to other settings. Background: Several drivers are currently leading to greater emphasis of the importance of ensuring research has impact. Nursing research aims to improve patient care, safety and well-being, so it might be assumed results with the potential to effect such changes would automatically have an impact on clinical practice. However, experience suggests this is not the case and careful attention is needed for there to be an impact. Aim: To present the example of a project commissioned to develop a health communication tool to support people with learning disabilities in accessing healthcare. Discussion: The authors explore the importance of a planned approach to impact by referencing existing frameworks and providing examples of strategies used in the project. They also discuss the importance of framing the question using a range of approaches to actively engage stakeholders and of using diverse strategies to embed the development in practice. Conclusion: A planned approach is required to maximise impact from research. Planning and associated actions need to start at the very beginning of the research project and continue beyond the point of delivering the project report. Implications for practice: This paper relates to a specific context and patient group but the principles discussed are transferable to other clinical settings and patient groups. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to provide a commentary on Griffin et al.'s paper, "Positive family connections: Co-producing a virtual group programme for family carers of children with learning disabilities or who are autistic". Design/methodology/approach: This is a commentary on co-production, drawing on Griffin et al.'s paper and the values base of the field. Findings: Co-production is a valuable approach which seeks to empower and include key people in research. As suggested by Griffin et al., disseminating learning about co-production is an important additional principle of co-production, which demonstrates a values-based commitment to co-production. Originality/value: This commentary is aimed at professionals and researchers working in the field of learning disabilities who are keen to learn about and do co-production. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to outline the process of developing a new co-produced virtual group support programme called Positive Family Connections (PFC) aimed at family carers of children with a learning disability, or who are autistic, aged between 8 and 13 years. Design/methodology/approach: Development process: family carers were recruited to develop PFC prior to a feasibility randomised controlled trial being conducted (not reported in this paper). The programme was positively oriented and family systems-focused. PFC was developed by family carers, along with the research team, and designed to be delivered by family carer facilitators. The development process included several meetings to design the format and content of the programme. An initial pilot was then delivered and further amendments made to the programme in response to the pilot participants' feedback. Findings: The programme: the co-produced PFC programme involved attending six weekly sessions on Zoom; each 2-h session focused on different themes (e.g. communication and activities). Research limitations/implications: Reflections on the co-production process: key ingredients of co-production included ensuring clarity on roles, positive communication and understanding of the family carers' situation and utilising the varied skills family carers can bring to research and practise. Originality/value: This is the first family systems-focused programme that the authors know of, that has been co-produced with family carers and solely delivered virtually by trained family carer facilitators from the outset. [ABSTRACT FROM AUTHOR]

Background: The advantages of including people with learning disabilities in research teams have been well described, but it is rare for researchers with learning disabilities to be employed at a university. This paper explores the extent to which university recruitment procedures are accessible to job applicants with learning disabilities. Methods: We present reflections on the process of recruiting a Research Assistant with a learning disability onto a university research team. The recruitment process is described from the perspectives of the employee, line manager and Human Resources representative. Findings: The recruiting manager and Human Resources representative had to make adjustments to a wide range of standard processes, including centralised online recruitment systems that were difficult to navigate, inaccessible job descriptions and difficult application forms. Finding workarounds to ensure reasonable adjustments were made was time‐consuming. The employee needed significant support from within his own networks to cope with the application process and had concerns about the potential impact of fixed‐term job contracts on future benefits. Despite our efforts, procedures remained difficult for the applicants to navigate. Conclusions: Employing researchers with learning disabilities is important. Fundamental changes to job application systems are required, including easy‐to‐understand information, alternative formats of application forms, and support available where needed. Flexibility from the Human Resources departments is key. They will need support from teams with experience working with people with learning disabilities. Accessible summary: It is important that people with learning disabilities are involved in research, but not many people with learning disabilities have a job at a university as part of the research team.We can learn from examples where people with learning disabilities applied for a university job. One example is Richard Keagan‐Bull, who got a job as a Research Assistant at Kingston and St George's University of London.What was it like to advertise for the job, apply for the job, and get the job? In this article, three people talk about this: Richard (who got the job), Irene (his manager) and Maria (who sorts out the paperwork and computer systems at the university).They found that the university's systems for finding and employing new staff were too complicated for people with learning disabilities. They had to make many changes to it, such as writing an easy‐read job advert and asking easier questions on the application form.This all took a lot of time. Irene and Maria made things easier but didn't always get it right. Richard still found it all quite complicated. They wrote this article because they want other universities to learn from their mistakes. They hope that more universities will employ researchers with learning disabilities.People might lose their benefits when they start a job. Research jobs at universities are usually only for a short time (1 or 2 years). It can be hard and stressful to get back onto benefits. This may put people off doing these jobs.You can see an easy‐read version of this paper in Supporting Information Appendix 4. [ABSTRACT FROM AUTHOR]

More students with disabilities are entering doctoral programs now than ever before (Welding, 2023). The processes these students must undertake to disclose their disability and request accommodations are complex. The purpose of this study was to examine the factors associated with doctoral students with learning disabilities (LD) and/or attention-deficit/hyperactivity disorder (ADHD) disclosing to the university disability resources office, their instructors, and their faculty advisors. Twenty-one doctoral students with LD and/or ADHD participated in one-hour semi-structured Zoom interviews. The students were asked to describe their experiences in their doctoral program and their rationale for disclosure or nondisclosure and requesting or not requesting accommodations. Findings showed that doctoral students with LD and/or ADHD decide on disclosing their disability and requesting an accommodation when the need outweighs the risk. Doctoral students with LD and/or ADHD disclosed when they needed accommodations in their courses, on comprehensive exams, or for writing research papers and/or their dissertation. Seven students disclosed to their disability resources office to request accommodations in their coursework. The areas in which participants needed the most support were writing research papers and their dissertation. Eighteen of the 21 participants went to their advisor for this support. Those who did not disclose made this choice due to not needing support or fear of how they would be perceived. This research supports Boggs' (2021), Devol's (2022), and Tamjeed et al.'s (2021) findings that doctoral students with disabilities have unique needs that need to be further examined. [ABSTRACT FROM AUTHOR]

Dyslexia is a learning disorder, characterized by impairment in the ability to read, spell, and decode letters. It is vital to detect dyslexia in earlier stages to reduce its effects. However, diagnosing dyslexia is a time-consuming and costly process. In this paper, we propose a machine-learning model that predicts whether a Turkish-speaking child has dyslexia using his/her audio records. Therefore, our model can be easily used by smart phones and work as a warning system such that children who are likely to be dyslexic according to our model can seek an examination by experts. In order to train and evaluate, we first create a unique dataset that includes audio recordings of 12 dyslexic children and 13 nondyslexic children in an 8-month period. We explore various machine learning algorithms such as KNN and SVM and use the following features: Mel-frequency cepstral coefficients, reading rate, reading accuracy, the ratio of missing words, and confidence scores of the speech-to-text process. In our experiments, we show that children with dyslexia can be detected with 95.63% accuracy even though we use single-sentence long audio records. In addition, we show that the prediction performance of our model is similar to that of the humans'. In this paper, we provide a preliminary study showing that detecting children with dyslexia based on their audio records is possible. Once the mobile application version of our model is developed, parents can easily check whether their children are likely to be dyslexic or not, and seek professional help accordingly. [ABSTRACT FROM AUTHOR]

There has been relentless debate as to whether dyslexia is a gift, and specifically, if dyslexics are more creative than the average person, despite established research evidence that there is no difference in creativity between those with and without dyslexia. With this paper, I outline that this conversation is not that simple, and one must consider society's view of disability and the developmental experience of growing up in a society that devalues dyslexic people. I conclude by positing that while dyslexia is not a gift, it is a part of neurodiversity. Highlights: This paper describes the nuances as to why, while dyslexia is not a gift, it is not that simple.As dyslexics develop, they exist within an ableist society that devalues people who are struggling readers, disabled, and neurodivergent.Dyslexia does not need to come with special gifts in order for dyslexics to hold value in society. Dyslexics are part of neurodiversity, and neurodiversity is valued. [ABSTRACT FROM AUTHOR]

The National Joint Committee on Learning Disabilities (NJCLD)1 strongly supports comprehensive assessment and evaluation of students with learning disabilities by a multidisciplinary team for the identification and diagnosis of students with learning disabilities. Comprehensive assessment of individual students requires the use of multiple data sources. These sources may include standardized tests, informal measures, observations, student self-reports, parent reports, and progress monitoring data from response-to-intervention (RTI) approaches (NJCLD, 2005). Reliance on any single criterion for assessment or evaluation is not comprehensive, nor is a group assessment, such as universal screening or statewide academic assessment tests, sufficient for comprehensive assessment or evaluation. This paper is intended to inform administrators, educators, parents, and others concerned about the effective identification and education of students with learning disabilities about the components, processes, and participants necessary for comprehensive assessment and evaluation, as well as optimal practices that should further enhance the education of students with learning disabilities. The NJCLD has long recognized that inappropriate assessment and evaluation practices may result in questionable incidence rates for learning disabilities (NJCLD, 2001a). Similarly, the NJCLD (2001a, 2001b) has provided a solid foundation for addressing the issues of assessment, evaluation, identification, and eligibility of students with learning disabilities. [ABSTRACT FROM AUTHOR]

Developed in concert with the Learning Disabilities Association of America (LDA), this White Paper regarding specific learning disabilities identification and intervention represents the expert consensus of 58 accomplished scholars in education, psychology, medicine, and the law. Survey responses and empirical evidence suggest that five conclusions are warranted: 1) The SLD definition should be maintained and the statutory requirements in SLD identification procedures should be strengthened; 2) neither ability-achievement discrepancy analysis nor failure to respond to intervention alone is sufficient for SLD identification; 3) a "third method" approach that identifies a pattern of psychological processing strengths and weaknesses, and achievement deficits consistent with this pattern of processing weaknesses, makes the most empirical and clinical sense; 4) an empirically-validated RTI model could be used to prevent learning problems, but comprehensive evaluations should occur for SLD identification purposes, and children with SLD need individualized interventions based on specific learning needs, not merely more intense interventions; and 5) assessment of cognitive and neuropsychological processes should be used for both SLD identification and intervention purposes. [ABSTRACT FROM AUTHOR]

The study of foreign language (FL) learning for individuals who have found learning to read and write in their first language extremely problematic has been an under-researched area throughout the world. Since the 1980s, Leonore Ganschow and Richard Sparks have conducted pioneering research into the nature of difficulties, why they are encountered and how they can be minimized. In this paper the authors trace the development of their research on foreign language difficulties for students with language learning problems. They provide a summary of their findings and suggest new questions and directions for the field. Copyright © 2000 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Cross-cultural differences in governance and policies for learning disability services are of interest. This article focuses on two UK government policy documents issued in 1971 and 2001. Their context, creation, principles, proposals and proposed implementation are examined, and lessons are drawn for an international audience as to the changing nature of services in the UK. The analysis reveals a move from a detailed and prescriptive policy in 1971, largely defined by professionals and bureaucrats, and aimed primarily at families with a disabled member, to statements of broad principles in 2001, devised in consultation with and aimed at a range of groups, including disabled people themselves. The article acknowledges progress in individual rights and choices for people with learning disabilities, but raises doubts about how significant this is in achieving a qualitative improvement in their lives. Some of these doubts relate to the governance process itself. [ABSTRACT FROM AUTHOR]

The National Joint Committee on Learning Disabilities (NJCLD) affirms the importance of transition as a critical component of successfully progressing from secondary school to college or university for students with learning disabilities. Although NJCLD has addressed secondary to postsecondary education transition planning in a previous paper, several challenges remain. This NJCLD position paper includes information about the laws that affect students with learning disabilities at each level, documentation required, key participants, and programs and resources to assist in the transition process. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to examine the prevalence and reasons for delayed discharge from two regional assessment and treatment units (ATUs) for people with learning disabilities, in line with the transforming care agenda. Design/methodology/approach: This is a retrospective evaluation of 44 admissions and discharges from two ATUs from February 2019 to March 2022. Findings: Of 44 admissions who were discharged during the included period, 20 experienced delays in their discharge. Delayed discharges occurred despite the two ATUs meeting standards for length of assessment and treatment as specified by the Learning Disability Professional Senate. The most prevalent reasons for discharge delays were identification of a new placement, recruitment of care staff and building work. Originality/value: This paper offers an in-depth evaluation of recent delayed discharges from two regional ATUs, highlighting the most common reasons for delays and offering suggestion for reducing delays in future. [ABSTRACT FROM AUTHOR]

Background: This paper describes the experience of conducting a co‐researched project with people with learning disabilities in Madrid, Spain, during the COVID pandemic and lockdown. I discuss the advantages and limitations of working online and challenges encountered while coordinating and facilitating the research. Methods: Our research project was on the impact of COVID on the lives of people with learning disabilities, which the eight co‐researchers chose. As part of my PhD, I offered my services as researcher to work together with persons with learning disabilities. Eight people took up my offer. We worked together from January 2021 to March 2022 virtually and I recorded this experience. I have written the paper, but as part of my co‐researcher agreement, I have shared my reflections and work with my co‐researchers, and we have co‐written a section to share our findings. Findings: In this paper, I discuss the advantages and limitations of working online, challenges I encountered while coordinating and facilitating the research and the work together. Remote work enabled the group to work on a biweekly basis and with members from different parts of Madrid. It saved people time and effort getting around town, yet we had to introduce express times and spaces to socialise and create a working relationship that is less natural than during in‐person interactions and breaks. During our fieldwork, we found that the pandemic had spurred the access to digital devices and programmes, but people may still be reliant on their environment, carers or supporters to facilitate it. I included a section written with my co‐researchers, in which we reflect together on the experience of working online and how we reached out to their peers during our fieldwork. We identified limitations due to our online research methodology such as lack of owning a digital device, the difficulties having access to a private space from which to connect online and the joy of meeting other people to exchange experiences. Conclusion: Human rights based participatory research can be done online. There are different ways of overcoming barriers to participation. However, there are people with no access to the internet or without digital skills that are being excluded and we must ensure that we reach out to them as well. Accessible summary: I did an online participatory research project with 8 people with learning disabilities from Spain using Zoom. Participatory research means taking part and being involved in the decisions on how the research is done.I discuss online way to make decisions, share power and control over the research, have some social connection in the group, and give information.I show that people with learning disabilities can work remotely but need more opportunities to learn digital skills. Digital skills are the skills to use technological devices, e.g., a smartphone, a tablet or a computer.Digital skills were very important during the pandemic and the lockdown, for example knowing how to find and use information and stay safe online and how to communicate with others over the internet.Participatory research projects need to support co‐researchers to learn new skills and apply them. The researchers need to be creative to make the online work engaging. [ABSTRACT FROM AUTHOR]

Abstract: In the United States, post-asylum geographies of people with intellectual disabilities implicate the condition of service dependency in their social impoverishment, here defined as “isolation from the community and lack of real friendships and relationships” (The importance of income. The Self-Determination National Program Office of the Institute on Disability, University of New Hampshire, Concord, 1998, p. 2). Social historical geographies of people with intellectual disabilities, both general and local to Baltimore, Maryland, contextualize how one voluntary service organization re/created service dependency and social poverty of people with intellectual disabilities through residential location decisions. [Copyright &y& Elsevier]

Fractions are challenging for both typically achieving children and adults. Although some prior research has focused on fraction difficulties of children with mathematics difficulties (MD), persistent difficulties encountered by adults with MD remain unknown. It is possible that these adults may be able to compensate for some deficits. In this study, we administered an un-timed, paper-based fraction achievement test to French adults with and without MD to compare their knowledge of fractions. Compared with controls, adults with MD performed worse in fraction number lines, fraction concepts, fraction arithmetic, and word problems. However, no difference in performance between the two groups was observed on symbolic representations. This suggests that adults with MD might be able to perform rote procedures such as transcoding from a verbal to a symbolic representation but are severely impaired for fraction number line, fraction concept, and fraction arithmetic. Exploratory error pattern analyses for fraction number line and fraction arithmetic further revealed mistakes similar to those observed in prior studies on children with MD, indicating core deficits in fraction understanding in individuals with MD. [ABSTRACT FROM AUTHOR]

Attention Deficit Hyperactivity Disorder (ADHD) is a frequent learning disorder affecting about 5%–8% of the student population globally. Currently, the traditional methods for ADHD diagnosis are not fully specified, due to difficulties in identifying the particular factors that cause this disorder. In this paper, we present a novel system for diagnosing ADHD, which does not need special equipment. Instead, it is based on the application of machine learning (ML), using data gathered from gameplay sessions of a serious game named "ADHD360", developed for this purpose. Participants were recruited with particular criteria in order to generate data for the study. The benefits of our approach include less subjectivity in the decision process, cost-efficiency and easier accessibility than the typical procedure. To this end, special data preprocessing steps and ML techniques were applied. Our models achieved up to 85.7% F1-score performance metric in predicting correctly a user's label (ADHD or not) from his/her gameplay session in ADHD360. Our method also proved to be efficient using only a small amount of data for the training procedure. The results of our systems are very promising, indicating notable ability of the tool to distinguish players that probably suffer from ADHD than those who do not. [ABSTRACT FROM AUTHOR]

Dyslexia is a specific learning disorder that causes issues related to reading, which affects around 10% of the worldwide population. This can compromise comprehension and memorization skills, and result in anxiety and lack of self-esteem, if no support is provided. Moreover, this support should be highly personalized, to be actually helpful. In this paper, a model to classify the most useful methodologies to support students with dyslexia has been created, with a focus on university alumni. The prediction algorithm is based on supervised machine learning techniques; starting from the issues that dyslexic students experience during their career, it is capable of suggesting customized support digital tools and learning strategies for each of them. The algorithm was trained and tested on data acquired through a self-evaluation questionnaire, which was designed and then spread to more than 1200 university students. It allowed 17 useful tools and 22 useful strategies to be detected. The results of the testing showed an average prediction accuracy higher than 90%, which rises to 94% by renouncing to guess the less-predictable 8 tools/strategies. In the light of this, it is possible to state that the implemented algorithm can achieve the set goal and, thus, reduce the gap between dyslexic and non-dyslexic students. This achievement paves the way for a new modality of facing the problem of dyslexia by university institutions, which aims at modifying teaching activities toward students' needs, instead of simply reducing their study load or duties. This complies with the definition and the aims of inclusivity. [ABSTRACT FROM AUTHOR]

Although some have attempted to appropriate elements of Montessori education to select groups of adults (e.g., for learning disabilities, second language acquisition, dementia patients), there have been no comprehensive attempts to validate the adaptation of this approach to the adult learner in general. This exploratory study attempts to provide a rationale as to why it is developmentally legitimate to adapt this pedagogical method to adult education. This is attempted through a consideration of the aim and purpose of Montessori education as well as Maria Montessori's concept of human development. This paper concludes by envisioning initial suggestions for Montessori adult education. [ABSTRACT FROM AUTHOR]

Examines the potential of Orem's self-care model to meet the needs of people with varying degrees of intellectual disabilities and additional physical care needs in hospital, community, and residential setting. Investigation of the benefits and deficits of Orem's self-care model; Analysis of intellectual disabilities, learning disabilities, and mental handicap; Background to the use of conceptual models of nursing.

Explores Orem's self-care model in learning disability nursing in the U.S. Development of nursing knowledge; Use of the nursing theory and conceptual models for the survival of the discipline of nursing; Uses of the Orem's self-care model of nursing practice; Examination of the areas of self-care.

Background: The Circle of Security Parenting programme is a manualised parenting intervention that aims to enhance secure attachment and improve relationships between children and their caregivers. It is gaining global popularity and acquiring emerging support. Researchers are increasingly interested in its effectiveness in enhancing parent–child attachment, improving parent psychological flexibility and reducing parental stress. However, research to date has predominantly focused on parents of typically developing children, despite the Circle of Security Parenting intervention being used as a parenting programme in specialist services for children with learning disabilities. There is, however, no clear evidence that this programme meets the diverse needs of parents who encounter additional challenges that may impact on the development of secure parent–child attachment relationships. This case study aims to pilot a seven‐session Circle of Security Parenting programme for parents of children with learning disabilities. Methods: Four participants completed pre‐ and post‐intervention outcome measures specified by Circle of Security Parenting, including: the Parental Stress Scale, Parental Acceptance Questionnaire, Acceptance and Action Questionnaire II and the Caregiver Helplessness Questionnaire. Findings: Quantitative results are mixed, and did not demonstrate the improvements in parental stress or psychological flexibility that might be expected. Qualitative accounts of participants' experiences offer potential explanations for the findings that may be unique to parents of children with learning disabilities. Conclusion: This paper recognises that further research is needed to identify evidence‐based programmes that meet the needs of this population. Accessible summary: The Circle of Security Parenting (COS‐P) programme is a group for parents. It helps them to think about their child's needs and behaviour.COS‐P tries to help parents improve their relationship with their child.We do not know if it helps parents of children with learning disabilities, who often have different challenges.We used questionnaires to see if COS‐P helps parents of children with learning disabilities. The questionnaires showed that COS‐P did not help parents as much as we expected.We found that it is important to listen to what parents say about their experiences of the COS‐P programme. This helps us understand if it is useful for them. [ABSTRACT FROM AUTHOR]

New Zealand data from the International Adult Literacy Survey were analysed to examine the incidence and correlates of self-reported specific reading learning disability (SRLD). The results showed that 7.7% of New Zealand adults reported having had a learning disability. The ratio of males to females with SRLD was 3:2. Between 40% and 50% of New Zealand adults performed below the minimum level of proficiency required for meeting the complex demands of everyday life in knowledge-based societies. For adults with SRLD, around 80% performed below the minimum level, and the literacy proficiency of adults with SRLD in younger age bands appears to have declined since the early 1960s. Almost 100% of adults with SRLD in the 16–20 years age range performed below the minimum level for document and quantitative literacy and 92% for prose literacy. Compared to non-SRLD adults, those with SRLD were found to leave school earlier, engage more often in manual occupations, are more frequently unemployed, and rely on more state assistance to bring their income levels closer to the levels enjoyed by non-SRLD adults. The results are discussed in terms of SRLD not being officially recognised or provided for in New Zealand, the lack of appropriate remedial provisions for children who experience difficulties with reading, and the effects of a strong whole language orientated approach to literacy instruction in schools that has been in place since 1963. Copyright © 2003 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Presents a simple step by step strategy that can help students with learning disabilities understand and write good research papers. How the SCORE A strategy works; SCORE A proven to be a success. INSETS: Microcosms, metacognitions, and mnemonics: Research on writing..;How to make the SCORE A strategy work.;Strategy intervention model.;Score A on your research paper!.

Research effort in special education often seeks explanation for children's learning difficulties in hypothetical cognitive processes that are assumed to underpin competence. This is particularly the case with reading difficulty. Despite disappointing empirical evidence about the significance of such constructs, repeated efforts are made to discover them. An argument is made here for the case that the reasoning that lies behind these efforts relies on an artificial distinction between performances (such as reading) and supposed faculties (such as memory or awareness). The construction of this distinction means that illegitimate cause–effect inferences are made about simple associations. The result of this sort of reasoning is a raft of assessments and special pedagogies whose benefits are, at best, dubious and whose ultimate effect is to exaggerate differences between children. The end product of the process is the logic of separating and segregating out those who supposedly need such different treatment. [ABSTRACT FROM AUTHOR]

The importance of reducing restraint and restrictive interventions in special schools has been recognised across the four nations of the UK. Government guidance for England and Wales, and recommendations produced by Restraint Reduction Scotland, both reference Positive behavioural support (PBS) as an evidence‐based approach that can be used to proactively support pupils with, or at risk of, behaviours that challenge. The Department of Education of Northern Ireland recommends the development of behaviour support plans to support children with special education needs and disabilities. Special schools, however, also have a responsibility to set high expectations for every pupil, to provide access to the respective national curricula and to meet individual needs. School‐wide positive behavioural support (SW‐PBS), originated in the USA in the 1990s in response to a body of evidence that showed improved social and academic outcomes when behavioural interventions were implemented across whole school settings. It is increasingly being adopted in the UK. Drawing upon examples from schools in England and Wales with which the authors are familiar, this paper outlines the rationale for a special schools' model of SW‐PBS and illustrates the ways in which this can be adjusted to meet the specific needs of each setting. Key PointsReducing restraint and restrictive interventions in schools is a high priority across all four nations of the UK.Special schools also have a responsibility to provide children with special education needs and disabilities positive learning environments that maximise learning opportunities and meet individual needs.School‐wide positive behaviour support (SW‐PBS) provides a useful framework to help special schools meet these expectations. [ABSTRACT FROM AUTHOR]

Special Education is defined as specially planned instruction that meets the needs of students with special needs and disabilities. Special needs is a term that relates to specific learning disabilities, and disability is a term that relates to physical and mental inabilities. In Education, and for the purposes of this paper, the terms are used interchangeably. Prior to the late 1960s and early 1970s, students with special needs did not have the right to special Education in the United States. Through parental advocacy groups, creation of laws began to emerge to protect students' rights to fare and appropriate Education. However, despite the legislation, the association of stigmas with inclusive Education continues to cause debate among those who support the idea that students with special needs have a right to quality education delivered by special education instructors in separate classrooms and those who support the idea that all students should have the opportunity to learn together in inclusive classrooms. The attitudes toward inclusive Education, comprehensive teaching practices, and resources are essential factors for implementing inclusion in classrooms. The rise of Artificial Intelligence (AI) is minimizing stigmas by promoting equality and individualized learning. AI focuses on areas of development to support students with special needs and therefore enables them to compete with their peers in regular classrooms. Research suggests AI can identify learning difficulties that may lead to students obtaining a diagnosis and receiving tailored support in a timelier manner. AI supports students with special needs in various categories, such as reading, writing, spelling, and math skills. As parents, students, and educators gain interest in the potential of AI in Education, there are still ethical concerns regarding the use of AI. Studies show that 89% of parents and 85% of students support having clear school guidelines on AI technologies. Despite the concerns, AI continues to increase classroom inclusivity and enables all students to attain academic achievement. [ABSTRACT FROM AUTHOR]

Background: People with intellectual disabilities are more likely to experience sleep problems, which can affect quality of life, physical health, mental health and well‐being. Methods: An integrative literature review was conducted to investigate what is known about behavioural sleep disturbances in people with an intellectual disability. The search used the following databases: Scopus, PsycInfo and Cinahl, to find papers published since 2015. Results: Within intellectual disability research, sleep appears as a common issue due to its high prevalence, negative relationships with an individual's physical and mental health, their quality of life, and impact of sleep problems on family or carers. The growing evidence base appears to support the use of behavioural, lifestyle and pharmacological interventions to improve sleep in people with an intellectual disability. Conclusion: A wide array of literature provides evidence that people with intellectual disabilities are affected by and need support with their sleep. [ABSTRACT FROM AUTHOR]