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• Kindergarteners with disabilities versus those without are more chronically absent. • Chronic absence disparities are driven by socioecological factors. • Approaches to learning and internalizing behaviors drives much of the disparity. • Addressing systemic inequities that underlie internalizing behaviors could help reduce the gap. The disparity in absenteeism between kindergarteners with and without disabilities is a persistent phenomenon across schools in the United States and reflects ongoing systemic inequities that disadvantage young children with disabilities. Yet, evidence of factors underlying this disparity remains less well understood, limiting the ability for schools to transform how they support students with disabilities in ways that could help narrow the disparity. In our study, we investigate how a set of factors, grounded in a socioecological framework of absenteeism, correlates with chronic absenteeism in kindergarteners with and without disabilities. Importantly, we examine the extent to which distributional differences in these factors between children with and without disabilities explain the attendance disparity. Our study draws upon a nationally representative sample of N = 13,860 kindergarteners (52 % male, 48 % female, M age = 5.5 years, n = 1240 with disabilities) from the Early Childhood Longitudinal Survey Kindergarten Class of 2010–11. We analyze our data using multiple logistic regression to identify significant factors that correlate with chronic absenteeism and leverage the Kitagawa-Blinder-Oaxaca decomposition method to describe how distributional differences in those factors contribute to absenteeism disparities. Results show that internalizing behaviors in students with disabilities and their parents' health are significantly associated with chronic absenteeism as well as help explain the disparity (12 % and 3 % of the disparity, respectively). Importantly, since differences in internalizing behaviors can be generated, in part, by school practices and policies that treat early elementary students with disabilities inequitably, our work suggests that reducing gaps in early absenteeism may require schools to reduce exposure to experiences that can lead to internalizing problem behaviors in young children with disabilities. [ABSTRACT FROM AUTHOR]

Despite substantial efforts to investigate the inequalities in mental health among people with marginalized identities, most research has concentrated on single social identities rather than complete persons. The current study aimed to explore the mechanisms underlying the relationship between the intersectionality of multiple social identities with depression among US adults. Data for this study came from the National Health and Nutrition Examination Survey waves between 2015 and 2018, including a total of 11,268 US adults. A latent class analysis (LCA) was conducted to identify latent subpopulations based on sex, race/ethnicity, immigrant status, disability, household income, employment status, and education level. Interclass differences in lifestyle factors and depression were examined. Multiple mediation analysis was used to examine the mediating roles of lifestyle behaviors. LCA identified four potential subpopulations: "least marginalized", "immigrant minorities", "disabled, less-educated non-workers", and "low-income minorities" groups. There was enormous heterogeneity in mental health among immigrant minority individuals. The "disabled, less-educated non-workers" group had the highest rates of depression; in contrast, the "immigrant minorities" group had the best mental health, even better than that of the "least marginalized" group. Distributions of lifestyle factors followed a similar pattern. In addition, lifestyle behaviors significantly mediated the relationship between intersectional social identities and depression. The cross-sectional design prevented establishment of the causality of relationships. This study suggests that applying a person-centered approach is important when examining intersectional inequalities in mental health and highlights the effects of structural social hierarchies on individuals' health behaviors and mental health. • The intersectionality of social identities among US adults presented four latent subpopulations. • Depression and lifestyle varied across four latent subpopulations. • Structural social hierarchies shape individuals' health behaviors and mental health. • Lifestyle behaviors significantly mediated the relationship between intersectional social identities and depression. [ABSTRACT FROM AUTHOR]

This research provides a case study of students registered with disabilities at one academic institution in Mississippi with three different libraries across all campuses and evaluates the existing literature in library and information science journals on academic libraries and students with disabilities between 2009 and the present. The case study provides findings on not just students with disabilities who are succeeding in a college setting, but students with disabilities who are failing. In the review of the literature, it includes an analysis of the methodologies used to collect data, and the analysis of the types of disabilities being studied along with the spaces or platforms being assessed. Special attention is given to studies using qualitative methods that allow student participants to provide feedback in their own words to provide context to the case study findings provided. Based on the findings, most of the studies utilized accessibility reviews to determine compliance with accepted standards. Studies also tended to prioritize an emphasis on students with visual disabilities, and most studies evaluated virtual spaces and studies. Less than a third of the studies included student viewpoints, which included requests for additional training for librarians, more accessible physical spaces, and more accessible electronic resources. [ABSTRACT FROM AUTHOR]

• The effects of same race or ethnicity matches have been studied, but no work has asked who receives such a match. • We find that students of color are less likely to have a same race or ethnicity teacher match in kindergarten. • This disparity is worsened for students of color with a disability. Research suggests students of color benefit from having a teacher of the same race or ethnicity. However, despite literature on the benefits of matching with same race or ethnicity teachers, little attention has been paid to who has access to these demographic matches, and no work has yet to identify who receives a match at the start of formal schooling – namely, kindergarten. Furthermore, little research has examined this for students with disabilities. To address these gaps in identifying disparities in access, we examined a nationally representative sample of kindergarten students with (N = 12,510) and without disabilities (N = 3050), where students of racial or ethnic minority groups are 18% Black, 24% Hispanic, and 9% Asian American. We found that across all models, students of color, especially Black students, were less likely than White students to have a teacher of the same race or ethnicity. Black students with disabilities were the least likely of any racial or ethnic demographic group to have a teacher of the same race or ethnicity. Implications are discussed. [ABSTRACT FROM AUTHOR]

Inclusive education focuses on implementing education for individuals who do not follow typical learning trajectory and require special educational needs (SEN). Educational systems in many countries around the world, including Saudi Arabia, tend to implement and practise inclusive education in order to fulfill relevant international conventions and achieve educational standards of acceptable quality in educating children and young people with medical and neurodevelopmental conditions. This study seeks to reveal some of the factors that may help to overcome the obstacles faced in the implementation of inclusive education from the point of view of academics of special education in Saudi universities. To achieve this goal, the study used semi-structured interviews as its primary tool for data collection. Sixteen male and female faculty members specialized in special education in several Saudi public universities were interviewed. The data were analysed thematically. Two master themes were derived from the thematic analyses, 1) theoretical factors and 2) applied factors. Both master themes had several sub-themes. A number of factors were identified as helping to implement inclusive education thereby changing the behaviours and attitudes towards including students with disabilities Saudi context. It is suggested here that similar factors might exist in other countries in Middle East and beyond. • Inclusive Education still faces fundamental structural obstacles. • There are many factors that help in overcoming these obstacles. • The study concludes with some theoretical assisting factors and applied assisting factors to promote accurate Inclusive Education practices. [ABSTRACT FROM AUTHOR]

Little is known about the identification and educational placement of students considered to have intellectual disability in the Canadian context and, specifically, the province of Ontario. The purpose of this study was to describe trends in the school-based identification of students with mild intellectual disability and developmental disability based on the Ontario criteria over a 14-year period, as well as current patterns characterizing classroom placement. Using data provided by the Ontario Ministry of Education, a doubly multivariate analysis of variance and profile analysis were performed. Findings revealed a statistically significant decrease in the number of students identified with mild intellectual disability over time, and that students identified with developmental disability per the provincial criteria accessed their education in specialized settings at a significantly higher rate than their peers with mild intellectual disability. Reasons for differences in the identification and placement of the two groups of students are explored relative to the research context. • School-based intellectual disability identification facilitates access to supports • Classroom placement has a profound impact on students with intellectual disability • Little is known about identification and placement for this population in Canada [ABSTRACT FROM AUTHOR]

Research has indicated that the attitudes of principals toward students with disabilities may affect the success of the implementation of inclusive programs in schools. This study was designed to address a gap in the research regarding Saudi principals' attitudes toward inclusion. Relationships between attitudes and a number of variables were analyzed (i.e., gender, years of experience, level of school, type of student disability, personal relationships with individuals with disabilities). The study sample was drawn from the 600 public general education elementary, middle, and high schools with special education programs in Riyadh (n = 366 schools) and Jeddah (n = 234 schools) in Saudi Arabia. Each of the principals of these schools for AY2022/2023 was sent an email invitation to participate. A total of 403 respondents (67.17% response rate) successfully completed Bailey's (2004) Principals' Attitudes Toward Inclusive Education (PATIE) scale via electronic survey link. Overall, the research found that Saudi principals of public general education schools have positive attitudes toward inclusion. The factors of training in special education, personal experience with individuals with disabilities, and years of experience as principal were found to be significant in regard to more positive attitudes. Conversely, the variables of gender, level of school, and type of student disability were not found to correlate with more or less positive attitudes. While the findings of the study bode well for the implementation of inclusion in Saudi public schools, certain limitations exist, including that the study sample was entirely drawn from the two largest cities in the country. In addition, the Saudi Ministry of Education has created an incentive plan that provides financial bonuses to principals at public schools who implement inclusive and special education programming in their schools. This indicates that the target population of this study might be more inclined to be positive toward inclusion than their colleagues at private schools. The findings have implications for expanding special education training in university teacher education programs and the creation of public awareness programs designed to improve understanding of disabilities and how inclusion positively impacts society as a whole. • Few studies have focused on the population of Saudi public school principals in regard to attitudes toward inclusion. • An Arabic adaptation of the PATIE scale was used to investigate correlations between attitudes and different variables. • Regarding the variables of gender, type of student disability, and level of school, no differences in attitudes were found. • Respondents with fewer years in the position of principal were found to be more positive toward inclusion. • Personal relationships outside school with those with disabilities were found to significantly positively affect attitudes. [ABSTRACT FROM AUTHOR]

Stereotypes about pupils with special educational needs are prevalent both in society and among pre- and in-service teachers. However, little is known about the specific stereotypes pre-service teachers associate with autistic pupils, pupils with Down syndrome, and pupils with dyslexia. We explored these in two studies. Study 1 (N= 13) involved qualitative interviews to identify potential stereotype content. Study 2 (N= 213) used these findings to create a questionnaire to quantify these stereotypes. We found distinct stereotypes associated with all three groups of pupils. For successful inclusion, teachers must recognize the uniqueness of each pupil, including those with different diagnoses. • Pre-service teachershave stereotypes towards pupils with autism, Down syndrome and dyslexia. • Pupils with Down syndrome, autism and dyslexia are associated with distinctive stereotypes. • These stereotypes can be classified in three resp. four different dimensions. [ABSTRACT FROM AUTHOR]

The purpose of this study is to evaluate the implementation of transition programs for students with intellectual disability served in special high school institutes and self-contained classroom programs in general education high schools, and their challenges. We specifically explore special education teachers' support for implementing the transition programs for students with intellectual disability in these two settings. Further, this study investigated the differences in teachers' support for implementing the transition programs based on factors including teachers' gender, educational level, years of experience, and previous attendance of a course or training program on transition programs. A questionnaire was used to collect data from 249 male and female special education teachers in the cities of Riyadh, Makkah, Al-Ahsa, and Dammam. The results showed that while transition programs are implemented with students with intellectual disability in special high school institutes and self-contained classroom programs in general education high schools there are significant obstacles to their implementation. However, there were no differences in special education teachers' support for implementing the transition programs based on their demographic characteristics. Implications for supporting and implementing transition programs, developing strategies, enacting laws and regulations, establishing partnerships, and cooperating with community institutions to ensure a successful transition are discussed. [ABSTRACT FROM AUTHOR]

• In this study the attitudes of869 teachers from Central Asian (CA) countries were surveyed. • The analysis shows a noticeable shift from the segregation strategy to inclusion and equity for students with SEND. • The attitudes of teachers from CA countries still vary from positive to ambivalent, and even negative Teachers' attitudes towards inclusive education, particularly towards students with special educational needs and disability (SEND), have become a focus of research in the past years. In many countries, the process of the implementation of inclusive education has either not been smooth or, in some cases, stalled by negative attitudes of teachers. Teachers are regarded as key drivers of the implementation of inclusive education as they are at schools and classrooms, which are strategic delivery points. Central Asian countries have embarked on a process of implementing inclusive education in their respective education systems. Therefore, in this quantitative study, using regression analysis, and one-way ANOVA, the attitudes of eight hundred and sixty-nine (869) teachers from Central Asian countries i,e Kazakhstan, Kyrgyzstan, Tajikistan, and Uzbekistan were surveyed. The analysis shows a noticeable shift from the segregation strategy embedded in defectology to inclusion and equity for students with SEND. However, the teachers' attitudes still vary, the teachers could be classified into six groups according to their settings towards inclusive education. [ABSTRACT FROM AUTHOR]

This paper examines the accessibility options for SRDs in university libraries in Nigeria. Access to the library's information resources is a benchmark for effectively utilizing information resources and services and fulfilling information demands for the educational growth of people within a community. Students that struggle with reading and it affect their capacity to learn are students with reading disabilities. University libraries should support and encourage scholarly work and research in all areas of human endeavor, regardless of ability or disability. As a result, this paper explores the idea of students with reading disabilities (SRDs), their traits, and the responsibility of university libraries in Nigeria in supporting SRDs. The article looks at the discrepancies between accessible and necessary information sources and the difficulties Nigerian university libraries experience in bridging such gaps and presents pertinent suggestions for improving access to SRDs. • The paper examined the provision of access for students with reading disabilities (SRDs) in Nigerian university libraries. • The study adopted a conceptual approach. • The takeaways are its emphasis on the critical role university libraries should play in improving information access and availability for SRDs. • The article examined the discrepancies between accessible and necessary information sources and the difficulties Nigerian university libraries experience in bridging such gaps. • The study recommended the repackaging and recreating university library information resources, facilities, and services to improve access to SRDs. [ABSTRACT FROM AUTHOR]

Research on disproportionality in special education has largely overlooked how students of color with disabilities are less likely to spend time in general education classrooms than White peers with disabilities. Although disparities in general education inclusion for students of color with disabilities raise larger concerns about educational inequality within schools, when these gaps begin to emerge and what factors may explain them remain less understood due to methodological challenges. In leveraging individual-level administrative data from a large school district over a 10-year period, this longitudinal study found general education inclusion declines for all students as they age. However, Black students with disabilities experienced the least inclusion, whereas Asian American and Pacific Islander (AAPI) students with disabilities were included in the general education classroom more than Latinx and White peers with disabilities; this disparity was largely associated with academic test score differences and disability type. [ABSTRACT FROM AUTHOR]

As schools worldwide move toward including students with disabilities, preparing teacher candidates who can discuss disability is crucial. Using a qualitative multi-case design, this study investigated how teacher educators in the United States (N = 5) describe their training, comfort, and needs related to facilitating anti-ableist disability discussion with teacher candidates. Despite varying backgrounds, training, and comfort, teacher educators expressed similar desires for increased anti-ableist disability discussion within their own institutions as well as additional professional development. Results provide a call to action for further research and training focused on preparing teacher educators for anti-ableist disability discussion. • Teacher educators need to prepare teacher candidates to discuss disability. • Some teacher educators described concerns about discussing disability. • Teacher educators desired increased disability discussion. • Teacher educators expressed a need for further professional development. [ABSTRACT FROM AUTHOR]

• External factors and university success. • Italian Graduates with disabilities. • Family, peers, faculty and disability offices as the main factors that influenced permanence at university. • Graduates with disabilities recommend the need to provide more information to both students with disabilities and faculty. This article explores the external factors that have influenced the university success of graduates with invisible disabilities and the recommendations they make to universities to encourage students with disabilities to stay and successfully complete their degrees. This qualitative study involved interviews with 15 graduates from eight Italian universities. The results identified family, peers, faculty, and disability offices as the main factors that influenced their continuation with university studies. Recommendations included the need to provide more information to both students with disabilities (about the services that universities offer to support them) and faculty (about the students with disabilities they have in their classrooms and the necessary accommodations). These factors can be seen as levers for inclusion that benefit the whole university community. [ABSTRACT FROM AUTHOR]

Introduction: Despite the increasing prevalence and potential adverse health outcomes associated with marijuana use, limited research exists related to its use in women of reproductive age with disabilities. The purpose of this study is to examine the past-month marijuana use in women of reproductive age with disabilities.Methods: Data from the 2015-2019 National Survey on Drug Use and Health included 76,765 women of reproductive age (18-44 years). Descriptive statistics and adjusted logistic regression analyses were conducted to assess the associations between past-month marijuana use and overall disability, including the type of disability.Results: In this sample, 12.6% of women reported past-month marijuana use. Approximately, 21% of women with disabilities reported past-month marijuana use, compared with only 11.1% of women without a disability. Marijuana use was more prevalent in women with disabilities who were younger (aged ≤25 years), who were non-Hispanic White, who were nonmarried, who had at least some college education, and who used alcohol or tobacco. Women with disabilities had 1.68 (95% CI=1.57, 1.80) higher odds of reporting past-month marijuana use than those with no disabilities. The odds of past-month marijuana use were higher among those with cognitive (AOR=1.78, 95% CI=1.64, 1.94), sensory (AOR=1.30, 95% CI=1.12, 1.51), and daily activities-related (AOR=1.64, 95% CI=1.49, 1.80) disabilities than among their counterparts without disabilities.Conclusions: This study found an increased prevalence of past-month marijuana use among women of reproductive age with disabilities. Enhanced screening and counseling using evidence-based practices during routine care for women with disabilities may be necessary to mitigate marijuana use. [ABSTRACT FROM AUTHOR]

To discourage faculty members from publishing in questionable journals, tenure and promotion standards in which the librarians play an active role can been developed. These standards have been effective in terms of identifying publications in questionable outlets. However, we need to explore how these systems are perceived by the main actors in research, which are the researchers. This study explores the perception of the researchers at a university in Ghana who have been evaluated by a system implemented to discourage publishing in questionable publication outlets. We collected data using an online, largely qualitative questionnaire distributed to all faculty members that had applied for promotion since the implementation of the verification process. The results show that the majority of the faculty members are satisfied or very satisfied with the new tenure and promotion standards. There are differences across faculties, and this seems to be tied to concerns about the choice of publication outlets. Furthermore, the dissatisfied faculty members are concerned with the role of the library in the verification process whereas the satisfied trust the judgement of the librarians. We discuss implications of the results as well as future development of the standards. [ABSTRACT FROM AUTHOR]

This article presents the findings of a survey that was distributed to students with disabilities at the University of Georgia to gain insight into their experience with the university's libraries. Key findings include: students with disabilities cite as barriers many of the same things that the student body in general cites as annoyances, in-class instruction from a librarian increases use of library services and resources, and students with disabilities ask classmates and friends for research help more often than they ask librarians. Grounded in real-world practice and the literature on both library engagement and disability studies, recommendations for inclusive libraries are presented that incorporate Universal Design and accommodations, viewing inclusion as an ongoing action rather than a fixed state that can be achieved. [ABSTRACT FROM AUTHOR]

Using a pilot matched-pairs cluster-randomized control trial, we evaluated the acceptability and preliminary outcomes of universal Teacher-Child Interaction Training (TCIT-U) with students with disabilities in early special education programs. Twelve classrooms (clusters) were paired by age and type and then randomly assigned within pairs to either TCIT-U (81 students, 20 teachers) or wait-list control (63 students, 16 teachers) with services as usual. We analyzed the effects of TCIT-U on (a) teachers' skills acquisition via masked observational coding and (b) students' behavior and developmental functioning via teacher questionnaires. For child-directed interaction skills, teachers receiving TCIT-U exhibited significantly greater increases in behavior descriptions and labeled praise than teachers who did not receive TCIT-U at posttreatment and follow-up. No significant group differences were observed in use of teacher-directed interaction skills. Qualitative data from teachers expanded on these findings, suggesting that teachers found child-directed interaction skills more acceptable than teacher-directed interaction skills. Teachers receiving TCIT-U reported small but significant improvements in student behavior problems and socioemotional functioning at posttreatment and follow-up, as compared to wait-list students. We discuss considerations for future implementation and tailoring of TCIT for young students with disabilities, which may have positive impacts on future cohorts of students beyond teachers' initial training. [ABSTRACT FROM AUTHOR]

This survey study examined the influence of 148 pre-service teachers' knowledge and experience on attitudes toward inclusive education in Cambodia. Descriptive statistics, exploratory factor analysis, reliability tests, Pearson correlation coefficient, and multiple regression were used for data analysis. The findings revealed that pre-service teachers exhibited extremely poor knowledge of all-inclusive education areas. Experience teaching students with disabilities, knowledge about gender, and knowledge about inclusive education significantly influenced their attitudes toward inclusion. The findings denoted the need to improve pre-service teachers' knowledge and practical skills required to work in inclusive classroom settings. [ABSTRACT FROM AUTHOR]

This paper aims to provide a first systematic research overview of the effects of the pandemic on the educational performance of children with SEND according to children's/youths and caregivers' perspectives following the PRISMA statement. The studies, published between February 2020 and June 2022, were identified through the search of SCOPUS, EBSCO, PubMed, PsycInfo and two preprint-servers related to Education. In determining which studies to include in the review, the selection criteria were based on (1) articles focusing on ages 4–18 years, (2) articles focusing on children with special educational needs and (3) articles focusing on student achievement during COVID-19. The exhaustive reading and quality assessment left a final sample of nine scientific papers. According to children's/youth's and caregivers' perspectives, there is clear evidence for a negative effect of COVID-19 on the educational performance of children with SEND in the areas of (1) speech and language development (2) home learning (3) academic achievement (4) learning performance and (5) remote learning. The most important findings are to be found in the difficulties faced by children in homework completion, in paying attention during online learning, in efficiently completing tasks, in managing their time and in making progress on their IEP goals during school closures. • Children/youth with SEND and/or caregivers reported learning losses during COVID-19. • Children/youth with SEND encountered difficulties in attending online classes. • Time spent on homework per week was significantly greater during lockdown. • There was a post-lockdown decline in SEND children's learning progress. [ABSTRACT FROM AUTHOR]

• This study examines achievement outcomes for children with disabilities in full- versus part-day kindergarten, looking at both short- and long-term effects. • The dataset used in this study is the ECLS-K:2011. It is the most current national sample of children in school and includes data from parents, teachers, and school administrators. • Children with disabilities in full-day kindergarten had higher reading and math scores at the end of kindergarten. However, the differences were eliminated by first grade. We examined a national dataset of kindergarteners with disabilities and inquired into whether attending full- versus part-day kindergarten predicted short- and long-term differences in reading and math achievement. Implementing fixed effects and propensity score matching using the Early Childhood Longitudinal Study: Kindergarten Class of 2011 (ECLS-K: 2011), we found that students with disabilities (SWDs) in full-day kindergarten (FDK) had higher reading and math scores at the end of kindergarten. However, this effect disappeared completely by the end of first grade for all SWDs. There were no differences by disability category. In the continued expansion of FDK programs, policymakers and parents ought to consider that SWDs have similar patterns of achievement gains in kindergarten to their peers without disabilities (as shown in prior research), and though these gains may diminish in later grades, it may support the trajectory of students who tend to have additional needs at school-entry. [ABSTRACT FROM AUTHOR]

Because bullying victimization can influence students' well-being and mental health in negative ways, bullying victimization among students with disabilities has received increased attention in the West. However, few studies have been conducted on disabled students in China. Furthermore, the mechanisms through which bullying victimization impacts depression have disproportionally focused on psychopathological variables, while protective factors remain understudied. Based on a sample of 112 college students with physically disability from one Vocational College of Special Education in Zhejiang province, the present study attempted to examine the mediating roles of gratitude and self-compassion in the association between bullying victimization and depression. Results indicated that disabled youths reported a relatively low level of bullying victimization. Bullying victimization was positively associated with depression through decreased gratitude first and then self-compassion. Study findings suggest that designing mental health prevention and intervention programs focusing on gratitude and self-compassion would help disabled college students with a history of bullying victimization. • Bullying victimization is positively associated with depression among Chinese young adults with physical disability; • Bullying victimization influences depression through a decrease in gratitude first and then in self-compassion. • Young Chinese adults in special college reported a low level of bullying victimization. [ABSTRACT FROM AUTHOR]

This study examines possible success factors when developing technical solutions for dyslexic students. Findings in the literature, in a web survey answered by students and in the experiences from the development process at the Medical Faculty Library, Lund University, were used to find out potential success factors and difficulties. The literature found describes what dyslexia is, the situation for dyslexic students and available technical compensatory devices. One conclusion is that it is important to recognize the needs of individual students and choose flexible technical solutions. [Copyright &y& Elsevier]

The literature on inclusive education suggests a set of practices that teachers need to implement to achieve successful inclusive education. The intent of the current study was to contribute to the development of inclusive education in Saudi Arabia by providing an initial investigation of the extent to which teachers possess knowledge and skills in using these practices. The sample of the study consisted of 125 teachers who were surveyed about their experience in using inclusive teaching practices. The vast majority of the participants indicated they had sufficient experience with inclusive teaching, regardless of the teachers' gender, whether they had special training on inclusive education, teachers' education level, or school level. However, special education teachers reported more experience with inclusive education practices than general education teachers. The results of the study highlight the importance of considering the concept of inclusion in teacher preparation programs and suggest several practical implications and directions for future research. • This study examined the extent to which Saudi teachers possess the knowledge and skills to implement inclusive education. • The sample consisted of 125 teachers with sufficient experience in inclusive teaching. • Most of the teachers indicated having sufficient knowledge and skills in inclusive teaching. • Special education teachers reported more experience with inclusive education practices than general education teachers. [ABSTRACT FROM AUTHOR]

Many schools around the world involuntarily began remote learning in March of 2020 as a result of the COVID-19 pandemic, which brought immediate changes and challenges to teaching and learning that are likely to influence student achievement into the foreseeable future. While large numbers of students face difficulties in learning to read under typical conditions, remote learning resulted in substantial deficits in reading outcomes. This study aimed to examine the relative impact of the pandemic on reading performance in United States (U.S.) for students with and without disabilities. and procedure: In this interpretive analysis, we compared the progress of a large sample of students (n = 219,500) by using the National Assessment of Educational Progress (NAEP) data, in two grade levels (Grades 4 and 8), with and without disabilities, at two time points (2019 and 2022). Statistically significant decreases were identified on the reading outcomes of students in U.S. Students without disabilities experienced a significant decrease in their reading outcomes pre- and post-pandemic, compared to students with disabilities (SWDs). We discuss the effects of the COVID-19 pandemic on students' reading performance and the implications for effective reading instructions in the future. • The reading performance of fourth and eighth grade students in US significantly decreased from 2019 to 2022. • The reading scores of students without disabilities (SWOD) decreased significantly, but those of students with disabilities (SWD) did not. • The difference in reading between SWD and SWOD was significant pre- and post-pandemic, with SWD underperforming SWOD. [ABSTRACT FROM AUTHOR]

Students with disabilities with unmet health care needs are vulnerable to adverse educational outcomes, including exclusionary discipline. We examined the association between schools' spatial proximity to health care providers and their use of suspension to discipline students with disabilities. The study sample included the 398 public secondary schools in the Boston Metropolitan Statistical Area. We merged census-tract and school-level data from several sources, including the American Community Survey, the Health Resources and Services Administration, the Massachusetts Department of Public Health, and the U.S. Department of Education. Zero-inflated beta regression models were used to examine the association between schools' locations in medically underserved areas (MUAs) and the out-of-school suspension rates of students qualifying for special education services in the 2013–14 school year. Nested models and mediation analysis were used to parse the effects of medical underservice and neighborhood poverty on suspension rates. The suspension rate of students with disabilities was about 5 percentage points higher in schools located in medically underserved areas compared to schools that are not in MUAs, controlling for school- and neighborhood-level characteristics (z = 1.97, p <.05). Medical underservice significantly mediated the effect of neighborhood poverty on suspensions of students with disabilities (indirect effect, p <.05), accounting for 44% of the total effect of poverty. The findings indicate that schools with limited geographic access to health care services may more likely to use suspension as a tool to manage the behavior of students with disabilities. • The spatial distribution of health resources is unequal in the Boston area. • Local health contexts impact schools' inclusion of students with disabilities. • Schools in medically underserved areas suspend more students with disabilities. • Local health contexts impact suspension rates above and beyond neighborhood poverty. [ABSTRACT FROM AUTHOR]

• Based on the DSM-5, the LDSS was established to distinguish students with learning disabilities from typical pupils. • LDSS is a teacher rating scale, which consists of 18 items that are evenly divided into six subscales. • Empirical evidence indicated that LDSS has potential benefits for research purpose and need to be further explored. This study aimed to develop and validate the Learning Disabilities Screening Scale (LDSS) for Chinese elementary students. There were 126 teachers from 63 classes in elementary schools participated in this study to assess 2473 students. Besides, 379 students who were suspected of learning disabilities also participated in this study. Results indicated that the six-factor LDSS had adequate construct validity and criterion-related validity. In addition, the results of the receiver operating characteristic analysis further confirmed its validity in diagnosing students with learning disabilities. This research herein may contribute to an accurate screening of Chinese students with learning disabilities and guiding the formulation of target intervention as well. [ABSTRACT FROM AUTHOR]

Currently, 1 in 68 children in the U.S. is diagnosed with Autism Spectrum Disorder (ASD; Centers for Disease Control & Prevention, 2015) and this growing population of learners has been noted as one of the most challenging groups to teach. Teacher self-efficacy, the belief teachers hold about their instructional capabilities, has been shown to differ according to contextual factors, such as the type of students teachers face. The purpose of this investigation was to develop an instrument that can used to measure teachers' self-efficacy for effectively working with students with ASD. Study 1 involved the development and evaluation of a new instrument, the Teacher Self-Efficacy for Students with Autism Scale (TSEAS) with a sample of general and special education teachers in the U.S. (N = 120). Study 2 involved a cross-validation of the measure with teachers in Australia (N = 85). Results indicated that the scale represented a unidimensional construct in both studies. Self-efficacy for teaching students with ASD was distinct from, though positively related to, general teaching self-efficacy, job satisfaction, and self-regulation. Using a student-specific teaching self-efficacy measure might provide more useful information for supporting teachers' beliefs for teaching students with ASD. [ABSTRACT FROM AUTHOR]

When students with a psychological disorder study at university, there are competing goals and challenges faced by administrators, teaching staff and students. Positive goals such as inclusion, self-determination and respect for diversity are sometimes counterbalanced by problem behaviour associated with mental illness. The challenge for tertiary institutions is to accommodate the educational needs of students with a psychological disorder, without undermining the inherent requirements of a course of academic study, or the duties that a university owes to staff and students with respect to safe and healthy learning environments. This article considers how the Australian legal system has attempted to find balance between these competing needs and duties, in a way that is respectful to those who study with a psychological disorder. [ABSTRACT FROM AUTHOR]

Abstract Poor listening ability is a serious problem for pupils who suffer from a wide range of developmental disabilities. Although recent advances in technology provide such pupils with supportive systems that improve educational acoustic environments, they do not support their mental stress while they are listening in classrooms. Our current study proposes a huggable communication medium to reduce mental stress of listeners in addition to preparing a better acoustic environment. We investigated its impact on pupils with special needs and long-term use. Special needs pupils listened to their teachers or classmates in a general listening situation and in another situation where they listened through a huggable communication medium called Hugvie for three months. We used a memory test to evaluate listening performances and questionnaires about "intention to use" to evaluate acceptance to Hugvie for long-term use. The results showed that listening through Hugvies improved the scores of memory tests about information provided by teachers. In particular, the scores of distracted pupils with emotional problems tended to greatly improve. The improvement of their memory test scores continued for three months. The pupils' impressions of Hugvies also indicated their preference for long-term use. These findings suggest that a huggable communication medium can support the classroom listening of special needs pupils in their daily school life. Highlights • A huggable communication medium supported listening of special needs students. • Students maintained their improved listening performance over a three-month period. • Students' perceptions and impressions of the device were positive for long-term use. [ABSTRACT FROM AUTHOR]

Abstract Supplementary lecture capture is widely used in higher education as the recordings generated are highly valued by students. Here we used a between-subjects, mixed methods study to evaluate whether this approach can support the learning of students disclosing Specific Learning Difficulties (SpLDs). We used a 'Lecture – Independent study – Exam' design, and two groups of students: (i), 42 participants disclosing dyslexia, and (ii), 50 students with no disclosed SpLDs, to assess the impact of studying with lecture recordings on academic performance. We show that independent study with a lecture recording is as effective as studying with a textbook in supporting academic performance. Importantly, both groups of students performed equally, despite the barriers that lectures present for many disclosing dyslexia. These students suggested that lecture recordings compensated for these difficulties due to their on-line availability, engaging format and ability to support a range of learning approaches. We conclude that lecture recordings are an effective way to support students disclosing dyslexia and other SpLDs, and have a role to play in inclusive curricula. Highlights • We evaluate whether supplementary lecture recordings can support the learning of students disclosing dyslexia. • We use a mixed methods approach to understand the barriers presented by lectures, and how students use lecture recordings. • We show lecture recordings can support significant increases in academic performance in students disclosing dyslexia. • We conclude that supplementary lecture recording can contribute to inclusive curricula. [ABSTRACT FROM AUTHOR]

Abstract This paper presents a development of an adaptive e-learning system to measure deaf student progress and interaction, and to enhance their. Enhancements are based on several recent technologies, including Bilingual/Bicultural methodologies, and adaptive learning, multi-agent, and mobile technologies. Bilingual/Bicultural methodology is the new trends in teaching for deaf students. The main language for the deaf would be the sign language while the second language is the common (official) one. Our system is based on a specific set of defined skills. These skills are usually referred to as Deaf Students Learning Outcomes (DSLO). To evaluate the Deaf Students Learning Outcomes results, we define an Academic Advisor Agent. The objective of the Academic Advisor is to monitor the students' achievements of the learning program and to provide them with advices to better achieve the program Student Outcomes. Considering the DSLO levels rather than the course grades level allows the Academic Advisor Agent to: (i) assess the progress achieved by the deaf student at the end of every period, (ii) identify any learning obstacles at an early stage, and (iii) continuously propose learning activities and learning targets that are more fitting to the learner weaknesses. The adaptive e-learning system is further improved with mobile technology to allow easy accessibility to the learning materials. Highlights • Adaptive e-learning system that uses several recent technologies. • e-learning architecture using multi-agent technology. • Evaluation of students' achievement learning outcomes. • Continuous improvement of student learning outcomes. • Academic advisor agent for evaluation of students' achievements. [ABSTRACT FROM AUTHOR]

Abstract Students with disabilities (SWD) have been reported to be disproportionately suspended from U.S. schools and so more likely to experience the "school-to-prison pipeline" through suspension's associations with lower academic achievement, dropout, juvenile delinquency, and adult criminality. Yet few studies have estimated SWD's risk of more frequent suspension while simultaneously controlling for potential confounds. Negative binomial regression modeling of suspension count data from a nationally representative and longitudinal sample (N = 6,740) indicated that males, those from lower resourced families, and students attending more economically segregated schools were more frequently suspended. On average, students who are Black received about 1.6 times as many suspensions by the end of 8th grade as otherwise similar White students. In contrast, having a disability by 1st grade was not a risk factor for more frequent suspension by the end of 8th grade while simultaneously accounting for other risk factors (e.g., gender, race/ethnicity, family SES, prior history of externalizing problem behaviors, being from a English-speaking household, school-level economic composition). Students with specific disability conditions (e.g., emotional disturbances, speech or language impairments) were not at increased risk for more frequent suspension. Students with disabilities who are Black, Hispanic, or of other race/ethnicity were not more frequently suspended than SWD who are White. [ABSTRACT FROM AUTHOR]

Background: School inclusion is an important right of students in school systems around the world. However, many students with special education needs (SEN) have lower perceptions of inclusion despite attending inclusive schools.Aims: This study examined perceived levels of inclusion, academic self-concept and developmental problems in inclusive schools.Methods and Procedures: The Strengths and Difficulties Questionnaire and the Perception of Inclusion Questionnaire were administered at two measurement points (6th and 7th grade; n = 407, including 48 with SEN) at multiple inclusive schools. Responses were compared based on gender, grade level, and SEN. Factor structure and measurement invariance were evaluated.Outcomes and Results: Factor structures of both questionnaires were confirmed. Academic self-concept and emotional inclusion were lower for learners with SEN. However, these effects shrank in grade 7. Similarly, academic self-concept increased between grade 6 and 7. Lastly, learners with SEN had a higher level of conduct problems.Conclusions and Implications: Both instruments remain suitable for use in comparisons in inclusive schools. Significant differences exist for learners with SEN in inclusive classrooms, although these differences may shrink over time. We recommend the continued use of the Perception of Inclusion Questionnaire for information about school inclusion and for learners with SEN. [ABSTRACT FROM AUTHOR]

Highlights • Self-Assessment of communication skills in DHH students is variable. • College-age, deaf CI users perceive speech as well as HA using peers with more hearing. • College-age, deaf CI users speak as well as HA using peers with more hearing. • Students with hearing loss who do not use sensory aids are academically vulnerable. • Students with hearing loss recovered limited information from a signed lecture. Abstract Objectively measured speech reception, speech production and expressive and receptive sign skills were compared with the self-assessment ratings of those skills in 96 college students with hearing loss. Participants with no aidable hearing used cochlear implants (CIs) or nothing. Participants with aidable hearing used either hearing aids (HAs) or nothing. Results revealed that individuals using CIs had speech reception and production skills that were as good as or better than students with more hearing who used HAs. Students using CIs or HAs had better speech reception and production skills than those without sensory aids. There was no difference in measured receptive sign skills across groups, despite differences in age of sign acquisition. Students typically provided accurate self-assessments of their communication skills with two notable exceptions: CI users overestimated their speech skills and nonusers overestimated their receptive sign skills. This study extends our knowledge regarding speech reception, production, sign skills and the ability to self-assess those skills in college students with hearing loss. Students who do not use sensory aids may be at academic risk with regard to receiving input via speech or sign. [ABSTRACT FROM AUTHOR]

Saudi Arabia, through its Vision 2030, seeks to enhance the Quality of Life (QoL) of all individuals who live there. Therefore, this study aimed to examine the of QoL of students with disabilities in a Saudi university (Shaqra University) as a case study. Although this study was conducted in one university, many students with disabilities around the world are facing the same systematic practices in many universities (Carballo et al., 2021; Khayatzadeh-Mahani et al., 2020). Therefore, this study used qualitative research by interviewing all students with disabilities who are registered at the university for the academic year 2022–2023. In addition to these 11 students with disabilities, 2 senior university administrators who have a direct relationship with the services provided to these students were also interviewed. The overall outcomes confirm that the QoL for these students is very low due to multiple factors that were discussed in detail. • The Quality of Life (QoL) for people with disabilities is a national priority for many countries. • The Quality of Life (QoL) of students with disabilities at the university is related to many and varied factors. • Quality of Life (QoL) for university students is very low and need to be improved. • Enhancing the Quality of Life (QoL) requires a variety of educational, psychological and social programmes. [ABSTRACT FROM AUTHOR]

• Achievement of students in co-taught v. solo-taught settings was compared. • Data were disaggregated for students with and without disabilities per setting. • Results did not provide a clear answer about students' learning per setting. • Almost half of studies used randomization or similar to attain group similarity. • Other studies assigned students who struggled more to co-taught classes. • Few studies reported complete descriptive information; more rigorous studies needed. This meta-analysis examined achievement of students with and without disabilities in co-taught compared to solo-taught general education classes. Using eight databases and six terms, a systematic search of peer-reviewed and gray literatures was conducted. From 99 studies about co-taught students' achievement, 28 studies met eligibility criteria, including disaggregated data for 21,717 students. Achievement was not significantly higher for students with or without disabilities in co-taught classes. The combined negative effect regarding co-teaching was weak, implying that the achievement of students in co-taught settings did not vary significantly from that of students in solo-taught ones. The sub-group and moderator analyses revealed differences regarding the type of assessment and the meta-analyzed studies' publication year. Study quality data regarding descriptions of co-teaching, fidelity, and group assignment highlight the need for more rigorously designed and implemented studies. Results are discussed in relation to the prevalence of co-teaching, considering additional factors beyond academic achievement. [ABSTRACT FROM AUTHOR]

• Transition planning is recommended to start before Year 6, ideally in Year 4 or 5. • Person-centred transition support practice is essential. • Students need active involvement in transition planning and decisions. • Effective collaboration between primary and high schools is critically important. • Effective but not excessive family involvement lowers stress and increases student success. Transition to high school is a turbulent time for any student, but arguably more so for students with disability who have increased risk of challenges in academic, socio-emotional, self-determination skills, and other domains. This systematic literature review comprises a systematic search locating relevant international research studies published in English in peer-reviewed journals between 2012 and 2022. Thirty-nine articles met the inclusion criteria. Transition planning facilitators and barriers from included studies were analysed and synthesised employing Bronfenbrenner's bio-ecological model and Kohler et al.'s Taxonomy for Transition Programming 2.0. The findings emphasise that effective support for students with disabilities requires a personalised, student-centred, and collaborative approach supported by systemic factors (e.g., policies, needs-based resources, and high-quality training for school staff). [ABSTRACT FROM AUTHOR]

Using a rich set of administrative data, we study the effect of the COVID-19 pandemic on the transition to tertiary education for students with disabilities in Chile. Enrollment rates in primary and secondary education in Chile differ by less than 2 percentage points for students with or without disabilities, but there is an approximately 17 percentage point gap in enrollment in tertiary education. Our difference in differences analysis finds that the pandemic significantly decreased the probability of students with disabilities taking the admission test to tertiary education and enrolling in high-quality tertiary institutions, increasing the inequality in tertiary education. While the pandemic affected the transition to higher education for all students in Chile, students with disabilities were more adversely affected. Understanding how the pandemic has affected opportunities for students with disabilities is critical for informing policies of inclusion. • Chile has closed the enrollment gap by disability status in basic education, but a large gap remains in tertiary education. • The pandemic affected the transition to teriary for all students, but those with disabilities were more adversely affected. • Applications to tertiary and attendance in high quality institutions fell disproportionately for students with disabilities. [ABSTRACT FROM AUTHOR]

The Israeli educational system integrates children with learning disabilities into inclusive classes based on the philosophy that individuals with disabilities are integral to society. Although students with learning disabilities show positive social achievements in inclusive classrooms, their struggle to achieve the academic performance expected of their age group often portrays them as disabled in more than the academic sphere. This phenomenological analysis explores and compares the school experiences of 12 Modern and Ultra-Orthodox Jewish adults (18–30 years old) with learning disabilities who had attended inclusive or special education classrooms. Through the Understand Me and My Surroundings art-based tool created for this study and semistructured interviews, participants discussed their feelings towards their teachers and friends at school. The themes that emerged were (1) teachers generate positive feelings, (2) inclusive education teachers generate negative feelings, with subthemes of humiliation, segregation, and physical abuse, (3) special education students struggle socially, and (4) inclusive education students succeed socially. The social aspect of inclusive education motivated students with learning disabilities to come to school despite feeling humiliated and shamed, and their teachers can help them with their most challenging experiences, whether in the academic or social domain. • Orthodox Jewish adults discuss inclusive/special education classroom experiences. • The Understand Me and My Surroundings tool guides discussion of experiences. • Negative student experiences include humiliation, segregation, and physical abuse. • Social success in inclusive classrooms motivates students to continue at school. [ABSTRACT FROM AUTHOR]

Improving students' transition outcomes requires providing adequate transition services that use evidence-based transition practices (EBTPs). The current study investigates teachers' perspectives on implementing EBTPs for students with intellectual disabilities (ID) and explores the differences in the implementation of EBTPs for students with ID according to the following variables: gender, educational level, and teaching experience. To obtain the research objectives, the researchers implemented a quantitative descriptive approach and utilized the survey as a tool for data collection. The survey consisted of two parts: the first part included information about the participants' characteristics, while the second part consisted of 29 items regarding the level of implementing EBTPs for students with ID. The data was collected from a sample of 170 male and female secondary teachers, which represents 61 % of the study population. The results of the study revealed that the level of implementing EBTPs for students with ID was high, and it also found that there were no statistically significant differences at the 0.05 level between the average responses of the study sample according to the variables of the study (gender, educational qualification). However, there were statistically significant differences according to the variable of the study (years of experience) for teachers who have more than 10 years of teaching experience. The implications and recommendations following the results are also discussed. The results of this study suggest that implementing EBTPs supports providing adequate transition services that improve student transition outcomes. • The level of implementing evidence-based transition practices for students with intellectual disabilities was examined. • The study investigated the perspectives of 170 Saudi secondary teachers regarding their implementation of EBPs. • Based on a survey, the results indicated that there is a high level of EBP implementation. • The findings also showed that there were statistically significant differences regarding the years-of-experience variable for teachers who have more than 10 years of teaching experience. [ABSTRACT FROM AUTHOR]

Backgrounds/aims/methods: Although there are many secondary data analyses of the National Longitudinal Transition Study-2 (NLTS-2) to investigate post-school outcome for students with disabilities, there has been a lack of research with in-school service predictors and post-school outcome for students with specific disability categories.Methods/procedures: This study was a secondary data analysis of NLTS-2 to investigate the relationship between current employment status and in-school services for individuals with intellectual disability. Statistical methods such as descriptive statistics and logistic regression were used to analyze NLTS-2 data set.Results: The main findings included that in-school services were correlated with current employment status, and that primary disability (i.e., mild intellectual disability and moderate/severe intellectual disability) was associated with current employment status.Conclusion/implications: In-school services are critical in predicting current employment for individuals with intellectual disability. Also, data suggest additional research is needed to investigate various in-school services and variables that could predict employment differences between individuals with mild and moderate/severe intellectual disability. [ABSTRACT FROM AUTHOR]

One goal of childcare subsidies is to increase access to quality childcare for families of low-income, thus supporting child and family wellbeing, but subsidies may not equally benefit children with and without special needs. This study examined patterns and predictors of subsidy use among children with disabilities or delays relative to children without special needs. A nationally representative sample of approximately 4050 young children from families of low-income was drawn from the Early Childhood Longitudinal Study–Birth Cohort. We examined subsidized care receipt at ages nine months, two years, and four years using descriptive analyses and multivariate logistic regression. Results suggest young children with special needs utilize childcare subsidies at significantly lower rates than their peers without disabilities. Mothers' marital status, work status, education, and age, along with child's race and number of siblings were significant predictors of subsidy use. We discuss implications for policy implementation and multisector collaboration to support the early care and education of young children with special needs. [ABSTRACT FROM AUTHOR]

Teachers, school leaders, and faculty (n = 32) were interviewed regarding their perceptions about the expertise of teachers of students with significant support needs. While participants agreed that expert instruction was characterized by knowledge about the student and positivity, their beliefs differed in relation to the functions of those expert skills. Findings revealed that deficit- and asset-oriented views of students were related to views about the professionalism of teachers. The implications of these findings are discussed in relation to the apparent link between deficit views about students and views of special education teachers as professionals. [ABSTRACT FROM AUTHOR]

Background: Paraprofessionals serve a primary role in supporting students with disabilities in the classroom, which necessitates teachers' supervision as a means to improve their practice. Yet, little is known regarding what factors affect teacher supervision.Aims: We sought to identify how paraprofessional competence and classroom type affected the levels of teacher direction.Methods and Procedures: We administered an adapted version of the Paraprofessional Needs, Knowledge & Tasks Survey and the Survey for Teachers Supervising Paraprofessionals to teachers supervising paraprofessionals in elementary schools. Structural Equation Modeling was used to examine the link between paraprofessional competence and classroom factors affecting the level of teacher supervision.Outcomes and Results: Our results indicated that when teachers perceived paraprofessionals as being more skilled, they provided more supervision, and when more supervision was provided the less they thought paraprofessionals should be doing their assigned tasks. Additionally, paraprofessionals working in classrooms with more students with mild disabilities received less supervision than paraprofessionals working in classrooms with more students with moderate-to-severe disabilities. Those paraprofessionals in classrooms serving mostly children with mild disabilities were also perceived as having lower levels of skill competence than those serving in classrooms with students with more moderate-to-severe disabilities.Conclusion and Implications: By understanding the factors that affect teacher supervision, policy and professional development opportunities can be refined/developed to better support both supervising teachers and paraprofessionals and, in turn, improve the outcomes of children with disabilities. [ABSTRACT FROM AUTHOR]

This study aimed to 1) compare the experience of 115 French-Canadian teachers of typical children and children with ASD according to their educational setting (i.e., mainstream classes, specialized settings), through dispositional (i.e., self-efficacy, empathy) and transactional variables (i.e., perceived stress, social support, coping strategies) and burnout; 2) assess the influence of these variables on burnout. The results indicate that teachers of typical children have higher levels of burnout than teachers of children with ASD. Perceived stress and social support predict burnout among teachers of children with ASD in mainstream classes while self-efficacy also predicts burnout among teachers in specialized settings. [ABSTRACT FROM AUTHOR]

Beliefs about students and pedagogical knowledge have been identified as key barriers to accessible general education content and contexts for students with significant disabilities. In this case study of a high school special education literacy class, I examine definitions of literacy, expectations about students, and self-efficacy in the process of teaching literacy to students with significant disabilities. Team members expressed disjointed understandings about the purpose of literacy, lacked pedagogical knowledge, and had poor self-efficacy. Beliefs about “high” and “low” students, defined by students' orality, affected team members’ perceptions about the feasibility and priority of literacy for various groups of students. [ABSTRACT FROM AUTHOR]