Search

Parents play key roles in the facilitation of safe, quality, inclusive schools for students with intellectual disabilities. They have an impact on the school life of their children in three key ways: their choice of school; their involvement in educational decision-making; and advocacy on behalf of their children when there are concerns about school decisions and practices. Parents were crucial witnesses at the Royal Commission on Violence, Abuse, Neglect and Exploitation of People with Disability providing their views on inclusive education and testimony about their children's school experiences. The role and perspectives of parents regarding safe, quality and inclusive education were of key concern to the Commissioners. This article explores the Commission's investigations about the roles of parents when students have intellectual disabilities and critiques the Commission's findings and recommendations regarding school choice, parents' involvement in educational decision-making and complaints processes. [ABSTRACT FROM AUTHOR]

This editorial introduces a two-part Special Issue on the Disability Royal Commission and People with Intellectual Disabilities in Australia. The Commission was established in 2019 to investigate violence, abuse, neglect, and exploitation of people with disabilities. The Commission's Final Report, delivered in 2023, included 222 recommendations, some of which were not unanimous. The report covers a wide range of issues and includes the perspectives of people with disabilities. The Commission's work involved public hearings, private sessions, and community engagements. The report has generated controversy, as it focuses on negative experiences and poor-quality services, without exploring positive experiences and factors contributing to good quality services. The text also discusses the challenges faced by governments in responding to the Commission's recommendations and mentions the release of the Independent Review of the National Disability Insurance Scheme (NDIS), which intersects with the Commission's recommendations. The text provides guidance on accessing the Commission's publications, submissions, public hearings, and other resources. It introduces the articles in Part 1 of a Special Issue that critically analyze the Commission's findings and recommendations on various topics related to people with intellectual disabilities. The text concludes by mentioning that Part 2 of the Special Issue will include additional articles on education, health, and Positive Behaviour Support. [Extracted from the article]

Professionals with lived experience (LE) of mental distress might better understand service users, educate colleagues, and serve as role models. This exploratory quantitative study asked U.S. social work education leaders if they perceive positives and negatives of professionals having LE; what advice they would offer students with LE; and analyzed whether certain experiences influenced responses. Having LE and/or close relationships with people with LE was associated with perceiving positives, which was associated with advising students about using LE to help others. Perceiving negatives was associated with advising about difficulties. Implications are offered for preparing professionals to use LE in practice. [ABSTRACT FROM AUTHOR]

AbstractBackgroundMethodResultConclusionDisability influences activities of daily living, leading to unsafe conditions, poor quality of life, and dependence on others and assistive technologies. Despite limited access and unmet needs, assistive technology enables users to participate in education and be independent members of their community. Students with disabilities in higher education face many challenges in their day-to-day activities and evidence is limited in the study area. Therefore, this study aimed to explore assistive technology experience and daily living challenges among students with disabilities in higher education.A descriptive qualitative study design was employed at the University of Gondar, Gondar, Ethiopia, between December 20, 2022, and January 20, 2023. A purposive sampling method was employed to recruit 14 students with disabilities. An in-depth interview was employed using semi-structured questionnaires. Open Code version 4 software for coding and reflexive thematic analysis approach was employed for the analysis.A total of 14 students with disabilities were included in an in-depth interview. Four main themes emerged, which included activities of daily living, attitudes toward people with disabilities, barriers to accessibility, and access to assistive technology.Barriers to activities of daily living among students with disabilities were poor accessibility of infrastructural facilities, lack of teaching/learning materials in an accessible format, and negative attitudes. The present study’s finding is needed to support students in higher education for their academic achievement and to design appropriate rehabilitation strategies and policies on the accessibility of physical infrastructures, inclusive education, and the provision of assistive technology [ABSTRACT FROM AUTHOR]

During the design, it is important to evaluate the user experience of representative users in many human product interactions. But, in some cases, it is difficult or even impossible to recruit representative users because they have disabilities that do not allow them to take part in such investigations. Thus, alternative populations are widely studied. The most common way to replace real blind people is to use sighted but blindfolded users when studying design solutions. To test whether such alternative or proxy users can be used to represent blind people in social interactions, we examined the communication quality of 20 blind-sighted pairs and 20 blindfolded-sighted pairs in two different experiments. A prototype named E-Gaze glasses was evaluated as the testing tool. Results clearly show that the blindfolded participants achieved significantly higher communication quality than the blind participants. In qualitative data analysis, the blindfolded participants also reported their user experience of being blindfolded in conversations. Our qualitative results strengthen the conclusion that blindfolded users' behaviour is different from real blind users' behaviour. We recommend that blind users should not be substituted for blindfolded users in human product evaluations when communication quality is measured. [ABSTRACT FROM AUTHOR]

The present study explores the relationship between school principals’ beliefs, attitudes, and knowledge with their practices concerning the education of students with disabilities, shedding light on their pivotal role in fostering inclusive education. Data were obtained through a validated questionnaire tailored for the Greek educational context, administered electronically to a representative stratified sample comprising 582 school principals from 334 primary and 248 secondary schools in Greece. Correlation and hierarchical multiple regression analyses were conducted, revealing intricate and multi-dimensional relationships among the variables under investigation. The findings suggest a significant correlation between school principals’ knowledge and their beliefs, attitudes, and subsequent practices related to the education of students with disabilities, although further exploration is warranted to elucidate the nature of this relationship. A nuanced understanding of the interplay between school principals’ knowledge, beliefs, attitudes, and practices regarding the education of students with disabilities holds potential to further the goals of inclusive education. [ABSTRACT FROM AUTHOR]

This research aimed to explore student teachers' perceptions, experiences, and attitudes towards the inclusion of autistic learners within the post-compulsory sector. Adopting an ethics of care approach, this research was conducted with 10 student teachers in a large college in North-East England. Participants were student teachers enrolled in a Post Graduate Certificate in Education (PGCE) for Further Education. Data were collected through semi-structured interviews and thematically analysed. Student teachers reported various experiences of teaching autistic learners from no experience at all to placements in autism-specific provisions. The participants' understanding of autism was varied and based on both personal and professional experiences prior to starting the PGCE and whilst studying the programme. The analysis indicated that although student teachers were positive in their attitude towards inclusion, they had some concerns over their ability to include autistic learners. This study highlights the importance of care and relationships in supporting the inclusion of autistic learners. A caring pedagogy with a focus on inclusion could help to address inequalities of access to education and bring about fairer educational success for autistic learners. [ABSTRACT FROM AUTHOR]

Whilst increasing literature elucidates academic ableism and its impact upon faculty and PhD students, far less attention is paid to aspiring academics who are excluded from academia altogether. Through a first-person narrative, this article explores the experiences of a disabled postgraduate seeking a PhD placement, who is largely unable to leave home owing to the interplay between 'rare' and neglected health conditions and an ableist society. The impact of academic exclusions, notably institutional resistance to providing remote access, is explored through the lens of psycho-emotional disablism. It is contended that, for all the talk of equality, diversity and inclusion, the academy represents yet another landscape of power and exclusion where disabled people struggle to be recognised as fully-fledged citizens. The emergence of long Covid and persistent threat of infection adds urgency to the academic and wider social need to include disabled people who are unable to leave the home. [ABSTRACT FROM AUTHOR]

Article 24 of the CRPD guarantees inclusive education as a fundamental human right. In Japan, the education policy has shifted from a segregated education to an inclusive one with the ratification of the CRPD. However, recent lawsuits on children with disabilities and their school placement/attendance reveal such policy changes are not reflected in practice. In this article, we reviewed notable court cases in Japan to investigate how Japanese courts interpreted the reform of the legal system. We divide the article into two parts: Firstly, we describe the history of Japanese education reform. Secondly, we discuss the court cases with regard to Japanese education system reform and the schooling of children with disabilities over three time periods. Our findings show that the court continues to make judicial decisions based on the old notion of segregated education and fails to recognize or even understand that inclusive education is a fundamental human right. Inclusive education should be a human right, but many countries, including Japan, still have school systems where students are segregated. The history of changes in laws on Japanese schooling system is explained. This study analyzed the main purports of legal cases about school attendance of children with disabilities in Japan and its changes over time. This study found that the court's decisions made after the changes in laws to schooling system in Japan still did not adequately reflect its philosophy of inclusive education as a human right. The study recommends that it is necessary to have open discussions about 'inclusive education' as a human right. [ABSTRACT FROM AUTHOR]

This paper examined placements and supports for students with disabilities (SWDs) in inclusive secondary schools in Tanzania. Two research objectives were addressed in this study: (i) to analyse placements of SWDs in inclusive secondary schools and (ii) to find out support and supporting procedures for SWDs in inclusive secondary schools. Data were collected from 42 participants through interviews and focused group discussions and were analysed thematically. Findings indicated that there was one approach of least restrictive placement that was divided into two: least restrictive regular classrooms and least restrictive classrooms with resource rooms. While students with physical impairment were comfortable and happier in least restrictive regular classrooms, students with hearing impairments preferred least restrictive with resource room placement. Findings indicated different supports such as emotional, spiritual, social, materials/tangible things as well as academics. Revision of screening criteria for SWDs to ensure efficient and appropriate placement is recommended. [ABSTRACT FROM AUTHOR]

Higher education institutions have mandated COVID-19 vaccinations for students wishing to return to an on-campus, in-person learning experience. However, college students with disabilities (SWDs) may be hesitant to take a COVID-19 vaccine for a variety of reasons, possibly delaying or denying these students’ access to higher education. Yet, an under-researched aspect of COVID-19 vaccinations and related communication is whether college students with disabilities understand that the COVID-19 vaccine is free and whether that understanding varies by intersectional identities. As a result, this study’s research team surveyed 245 college students with disabilities to explore these students’ knowledge of vaccine costs and whether differences exist between groups. Data suggests many college students with disabilities do not know that COVID-19 vaccinations are free: White/Caucasian SWDs were most aware of COVID-19 vaccines being free (23.6%), while Latinx students were least aware (1.3%). Moreover, women were more aware of free COVID-19 vaccines (14.8%) than men (11.4%), first generation college students were more aware (15.6%) than non-first generation college students (12.2%), and full-time students (19%) were more aware than part-time students (8.9%). Overall, less than 25% of SWDs understood that COVID-19 vaccines are free. Implications for health communication, vaccine awareness, and education policy are addressed. [ABSTRACT FROM AUTHOR]

Both charter schools and special education are systems designed to improve the educational experiences of a specific subset of students. However, one system was borne of the goal of increased school autonomy while the other necessarily requires compliance with myriad state and federal regulations. This article explores the resulting tension between the two and the unique challenges charters face in educating students with disabilities, including legal constraints, enrollment practices, and funding disparities. Innovative solutions to these challenges are also discussed, including pseudo-governance structures, charter-district collaborations, and state laws providing charters options in how to provide special education services to students. [ABSTRACT FROM AUTHOR]

AbstractProject-based learning is popular among educators and has been touted as an educationally viable option for all learners, yet limited empirical research exists to demonstrate its effectiveness with students with disabilities. In this paper, the authors investigate the alignment of project-based learning elements with high leverage practices in special education and enhanced anchored instruction, a similar problem-based learning approach with an evidence base with students with disabilities. Project-based learning shares multiple common elements with high leverage practices and enhanced anchored instruction, suggesting that it has the strong potential to be an effective approach for use with students with disabilities. Systematic research needs to be conducted with various groups of students with disabilities across grade levels and content areas to support the claim “project-based learning for all.” [ABSTRACT FROM AUTHOR]

People with disabilities have an inviolable right to equitable access and participation in tertiary education and support systems are known to be indispensable in making this right a reality. This article presents the voices of students with disabilities regarding aspects that influence their successful access and participation in tertiary education in Ghana. A qualitative approach was adopted for the study with data collected through interviews with 12 students with disabilities in three public universities. From the perspective of these students, successful inclusion of people with disabilities in tertiary education in Ghana is influenced by enrolment practices, the built environment, teaching and learning approaches, and assessment provisions. The context influenced provisions and support provided. Attitudes of the university community and lack of knowledge of inclusive practices such as Universal Design play a role in students' access and participation. Comprehensive awareness-raising on disability and inclusive practices is recommended to address this issue. This paper explores inclusion practices in three Ghanaian public universities focussing on the combined voices of students with disabilities. The context of the three universities influences the provisions and support available for people with disabilities. The students with disabilities involved in the study reported that access to the university environment and support for academic engagement impact their university experience. The attitude of the university community is a factor in ensuring access, participation and success of people with disabilities in higher education. Creating awareness of disability issues within the university community is pivotal in building and sustaining inclusive culture. The application of universal design principles is essential to improving access and participation of people with disabilities in higher education institutions. [ABSTRACT FROM AUTHOR]

This review tracks the last 50 years of the journey towards the inclusion of disabled students in Higher Education (H.E.). It provides a critical overview of the impact of evolving U.K. policy aimed at widening participation for disabled H.E. students. The overview spotlights the historical, ideological and political influences on policy and practice and illuminates the underlying causes of the social injustices still experienced by disabled H.E. students. Despite a government commitment to inclusive practices, data reveals disabled H.E. students are among those most at risk of withdrawing from university and have lower degree outcomes than non-disabled students (OfS. 2021. Access and Participation Resources: Findings from the Data. , 19). The article illustrates how the prevailing models of disability have influenced definitions of disability and inclusion. It highlights tensions between the Government's accountability agenda and inclusive practice ideals. The paper reviews U.K. studies of inclusion of disabled H.E. students. It unearths barriers, particularly concerning stigma, disclosure, and social inclusion, rooted in historical misrepresentations of disability remaining intact in contemporary society. Implications for H.E. institutions and policymakers are highlighted. Recommendations for researchers include research aligned with disabled people's lived experiences and further investigation of barriers relating to attitudes of non-disabled students. [ABSTRACT FROM AUTHOR]

Although the literature on inclusive service learning generally reports positive outcomes for students with disabilities, it provides little insight into the process of inclusion that occurs when students with and without disabilities meet within a service-learning framework. This distinction between students with and without disabilities became less clear, especially as all students began to see that they have disabilities or that they lack something that the other has or vice versa, experience themselves without disabilities even if others have defined them that way. In this paper, we address this issue through a case study of a service-learning course that brought together students with and without disabilities. The course was based on a five-facet model for inclusive service learning that comprised theory, experiential learning, community projects, dialogue, and reflection. A qualitative analysis of the course illustrates that both students with and without disabilities experienced significant changes in perception of disability such that they no longer saw themselves as two separate groups. The paper looks at the processes that produced this change and suggests the idea of 'continuous mutual learning' (CML) as an important component in education for inclusion, arguing that CML can deepen the inclusiveness of inclusive service learning. [ABSTRACT FROM AUTHOR]

We overview several key issues of the past, present, and near future of special education for students with severe disabilities. We contextualize the Telos of special education by briefly remarking on its historical roots in the United States, then delve into several issues we believe are critical for advancing toward better outcomes for students with severe disabilities, including the increasingly alarming shortage of special education teachers and short-sighted responses to address it. We also discuss issues related to curricular decisions, and the apparent tension between access to general education (i.e. academic) curriculum and teaching other life altering repertoires for students with severe disabilities. Attention also is given to the evidence-based practices movement in special education, including the apparent rigidity of intervention protocols and slow advances toward clarifying for whom and under what conditions an intervention is effective. Our intention is to generate discussion about and interest in areas where consensus among stakeholders appears feasible such that policy and law can be influenced in ways that advance toward realizing the Telos of special education for students with severe disabilities. [ABSTRACT FROM AUTHOR]

In 1974, the Education for all Handicapped Protection Act was signed into law by President Gerald Ford. This law which was renamed the Individuals with Disabilities Education Act (IDEA) in 1990, established a federal entitlement to special education for eligible students with disabilities. In 1982 and again in 2017, the U.S. Supreme Court clarified the primary purpose of the law, that is the obligation of public schools to provide eligible students with a free appropriate public education. In this article we (a) examine the legal underpinnings of special education in the IDEA, (b) analyze legal challenges to IDEA, focusing on the U.S. Supreme Court's efforts to define the IDEA-mandated free appropriate public education (c) focus on the limits of the law to require scientific solutions for improving special education and (d) offer potential solutions to these challenges in the law and in the federal government's efforts to improve special education. [ABSTRACT FROM AUTHOR]

The history of the people, problems, and politics surrounding the establishment of federal special education policy is rich with useful illustrations for advocates and educators. As the 50th anniversary of IDEA approaches, we use a historical perspective to consider how the promise of the law – to ensure access to a free appropriate public education for students with disabilities – is advanced through rational inquiry, the exercise of democracy, and specially designed instruction that prepares young people for living dignified and productive lives. We reflect on the spirit of the law when it was written, and on successes and challenges to its promise over time in envisioning an optimistic future for special education. [ABSTRACT FROM AUTHOR]

Special education stands at a pivotal juncture, confronting both existential challenges and transformational opportunities. The U.S. Department of Education's Office of Special Education Programs (OSEP) is not upholding its mandate of promoting the Individualized Education Program (IEP). I underscore the centrality of the IEP in the Individuals with Disabilities Education Act (IDEA) and argue that the continuum of alternative placements (CAP) is essential for delivering individualized, intensive instruction that may not always be feasible in general education settings. The emergence of Disability Critical Race Theory (DisCrit) has added to the vulnerability of special education as a discipline. Special education is built on a long tradition of scientific research, and the unbridled assault by some DisCrit devotees on special education practices supported by research, such as positive behavioral interventions and supports (PBIS) risks denying students the benefit of effective treatments. Ultimately, advocates for students with disabilities must support IDEA and its core components. [ABSTRACT FROM AUTHOR]

Peer-mediated interventions are an evidence-based practice for enhancing the social and learning outcomes of students with autism and other developmental disabilities. However, little is known about the peers who participate in these interventions or the ways they are impacted through their involvement. In this pilot study, we examined changes in academic and behavioral outcomes of 204 peers involved in a semester-long peer partners program at eight public high schools. Although the majority of peer partners were female, these volunteers varied widely in their academic and behavioral profiles the semester prior to their involvement in Peer to Peer. Overall, peer partners experienced increases in their overall GPAs (d = 0.34), and daily attendance (d = 0.56) after one semester of involvement. Modest decreases in behavioral referrals and suspensions were evident only among the subset of peer partners who previously had such infractions. After two semesters of involvement, improvements were evident in all four areas for the subset of students for whom these data were available: GPA (d = 0.42), absences (d = 0.26), behavior referrals (d = 0.46) and suspensions (d = 0.37). We discuss the importance of reciprocity within these widely advocated interventions and offer recommendations for research and practice. Impact Statement This study describes the characteristics and reciprocity of outcomes for high school peers who participate as peer partners alongside students with autism or other developmental disabilities. The majority of peer partners in this study experienced positive academic and behavioral outcomes when participating in these programs, with improved GPAs, increased attendance, decreased behavior referrals and decreased suspensions during the semester they provided peer support. This suggests that program coordinators, school psychologists, and other school staff should actively seek to involve diverse peer partners in their programs by including students with academic or behavioral challenges, rather than only high-achieving students. Peer-mediated interventions are not only beneficial for students with disabilities, but involvement can also impact outcomes for at-risk peers. [ABSTRACT FROM AUTHOR]

Autistic students experience elevated rates of school exclusion, whether this be through expulsion, suspension, informal suspension, refusal of enrolment, or school refusal. This exclusion can come about from a range of factors, including sensory or cognitive overload, a lack of training in neurodiversity for teachers, an absent sense of safety by the student at school, or poor attitudes towards the inclusion of autistic students in schools. The impacts of this exclusion on parents can be logistical, financial, and psychological, with a range of mental health outcomes. This Australian qualitative study presents case studies of seven parents of autistic students, as well as four themes that capture the recommendations of parents to address school exclusion. The findings demonstrate that parents experience stress in finding a suitable school for their child, working with staff to meet the needs of the child, and attempting to maintain employment and other commitments when the child experiences exclusion. Parents recommend greater acceptance of autism by education systems, better communication and use of neuro-affirming language, the option for flexible learning, and individualised support by the school for the student. [ABSTRACT FROM AUTHOR]

This article is prepared by the Association of Professors of Gynecology and Obstetrics Undergraduate Medical Education Committee and provides educators recommendations for optimizing inclusive education for our students with disabilities. Medical educators are increasingly encountering students with disabilities and have the responsibility of ensuring requirements are met. Medical education committee members from the US and Canada reviewed the literature on disabilities in medical student education to identify best practices and key discussion points. An iterative review process was used to determine the contents of an informative paper. Medical schools are required to develop technical standards for admission, retention, and graduation of their students to practice medicine safely and effectively with reasonable accommodation. A review of the literature and obstetrics and gynecology expert opinion formed a practical list of accommodation strategies and administrative steps to assist educators and students. Medical schools must support the inclusion of students with disabilities. We recommend a collaborative approach to the interactive process of determining reasonable and effective accommodations that includes the students, a disability resource professional and faculty as needed. Recruiting and supporting medical students with a disability strengthens the diversity commitment and creates a more inclusive workforce. Medical School Education Medical schools have the responsibility to train a diverse physician workforce including those with disabilities. The integration of students with disabilities is important and should be done in a structured and timely manner that maximizes the individual's abilities and incorporates reasonable accommodations in the clinical learning environment. Though the definition of disability traverses a wide variety of diagnoses, this review highlights sensory and physical disabilities and the various accommodations to facilitate access and successful completion of required objectives. [ABSTRACT FROM AUTHOR]

Despite the recognized benefits, access to assistive technology (AT) remains limited. Identifying the current usage patterns and unmet needs of AT users could help address the challenges of students with disabilities. Thus, this study aimed to investigate AT use and its associated factors. An institution-based cross-sectional mixed study was conducted on higher education students with disabilities in Ethiopia. An interviewer-administered questionnaire and an in-depth interview technique were used to collect data. Descriptive statistics and binary logistic regression models were used to analyse the quantitative data, while inductive thematic analysis was undertaken for the qualitative data. A total of 233 (74.68%) with (95% CI: 70%–80%) students with disabilities used at least one form of AT. Four themes emerged which include experiences of AT use and disability, benefits and challenges of using AT, perception of the community towards AT, and responsibility for the provision of AT. Students with vision problems or those with severe disability types were most likely to be AT users. A significant proportion of students with disabilities had unmet needs for AT. Capacity at universities or rehabilitation centres would enhance access, usage of AT, and the unmet needs of students with disabilities. Will help to solve the barriers to accessing assistive technology and associated factors in the access and provision of assistive technology. Will help policymakers and stakeholders to design evidence-based rehabilitation strategies in the provision of assistive technology to persons with disabilities. Provide insight into the role of assistive technology in an educational platform to engage people with disabilities in education, improve their quality of life and lead them to become part of a productive society. [ABSTRACT FROM AUTHOR]

This study aims to identify the disability specialists currently needed for students with vision or hearing impairment in the United Arab Emirates (UAE). It also aims to identify the university-level training courses available for these specialists. This study adopted a mixed-methods design. The qualitative strand involved a thematic analysis of semi-structured interviews conducted with 20 employees of 10 UAE organizations providing support services to students with vision or hearing impairment. The quantitative strand determined the number of disability-related degree courses offered at UAE universities from 2018 to 2020. The interviewees revealed that students with visual impairment most need teachers for the visually impaired, braille trainers, orientation and mobility trainers, and assistive technology specialists, whereas students with hearing impairment most need teachers of the deaf or hard of hearing, speech therapists, and sign language specialists. Regarding disability-related training, 10 UAE universities each offered one disability-related programme between 2018 and 2020. These included nine general programmes for special or inclusive education and one programme for speech pathology. UAE universities are currently unable to train the disability specialists required for students with vision or hearing impairment. An interim option is to offer scholarships to enable Emirati students planning to become disability specialists to gain these specialized qualifications overseas. Current efforts in the UAE to address the needs of people with disabilities should include a development and implementation plan for UAE university programmes to offer specialized courses for people with vision or hearing impairment. Higher educational institutions need to offer more specialised programmes targeting specific disability groups, rather than only general programmes in special education. Emirati students applying for scholarships to study abroad should specialise in those disability programmes not currently offered in the United Arab Emirates. To prepare certified orientation and mobility specialists, selected special education teachers should be trained overseas in appropriate organizations. [ABSTRACT FROM AUTHOR]

This study presents several accounts of user experiences with assistive technology (AT). Although previous studies on dyslexic students reported promising results from using audiobooks, text-to-speech (TTS), and speech-to-text (STT), qualitative research is relatively sparse and short-term, and little is known about adolescents' long-term experiences of using AT in schools. Therefore, this five-year follow-up study aimed to describe dyslexic students' experiences of AT. Nine students with dyslexia were interviewed using a semi-structured framework and a descriptive pattern-based thematic analysis. The students had previously participated in an AT intervention in Sweden. Three main themes are reported: Contextual factors: facilitators or barriers; Emotional responses in the learning environment; Developing meaningful strategies. The results align with previous research findings that audiobooks are beneficial throughout the school years, while STT is of mixed utility. TTS was mainly used in learning to decode texts. Continued AT use is discussed thematically, concretising experiences connected to schools' multilevel support. This study can contribute to the development of AT academic practices enriched by users' views. The findings reveal factors enabling or hindering students' continued AT usage. Contextual factors in schools concern organisational elements rather than AT accessibility. Students' emotional responses (using AT in the classroom) are influenced by dyslexia self-acceptance and AT attitudes. Students' understanding of how and why to use AT may limit the development of meaningful strategies. Implications and suggested further research are provided to improve dyslexic students' AT experiences and success in school. Understanding the organizational factors that enable or hinder continuous assistive technology (AT) use can help teachers support dyslexic students' development in text-based learning throughout schooling. Ongoing attention to the emotional aspects of AT use in the classroom may be a valuable support in conjunction with systematic AT training. Listening and text production strategies with AT may need ongoing support to develop both lower-order and higher-order skills. [ABSTRACT FROM AUTHOR]

The presence of students with disability in university classrooms is a current reality, which implies the need to develop inclusive teaching practices. The purpose of this study was to analyze the beliefs, attitudes, and characteristics of faculty members towards students with disability. A total of 42 participants were recruited since they had been previously selected as inclusive faculty members by students with disability. All participants taught at the faculties of education and belonged to 6 Spanish public universities. The biographic-narrative methodology was used, and the analysis of the data was defined by its narrative nature. The results indicate that the majority of faculty members are either from the social model of disability or from inclusive education approaches. They value their attitude towards students with disabilities as positive. Among their personal characteristics, empathy, closeness, involvement, and vocation are highlighted; and regarding their professional characteristics, they point out their commitment to their work, flexibility, the use of participative methodologies, or their role as a guide in the teaching and learning process, among others. These results have clear implications for teacher training plans with the aim of promoting inclusive pedagogy in higher education. [ABSTRACT FROM AUTHOR]

School physical education (PE) has been presented as a privilege for socially dominant groups recognized by their non-disabled bodies. This study aims to investigate the introduction of a 5-week Paralympic sports unit into the PE curriculum as an educational right for disabled students through its recognition as official knowledge representative of their physical abilities and educational right in PE classes. With a poststructuralist perspective, we reflect on dominant discourses on disability in the school PE field and highlight traditional practices and beliefs that pertain to disabled students. Accordingly, we conducted interviews and focus group discussions with one disabled student, his peers and their PE teacher, allowing for the exploration of values, beliefs and practices associated with disability before and after the Paralympic sports unit. Participants' comments were subjected to interpretative thematic analysis. Paralympic sports enabled the disabled student to recognize and express their identity by critically questioning PE normative practices. Furthermore, Paralympic sports in the PE curriculum was presented as a strategy to raise non-disabled students' disability awareness rather than as disabled students' educational right. Paralympic sports constitutes a crucial aspect of the path towards inclusive education grounded in the values of equity and disability identity recognition. [ABSTRACT FROM AUTHOR]

Around 28 per cent of state primary school children attend 'faith' establishments in England, the majority in Catholic or Church of England schools. Research suggests 'faith' schools tend to educate proportionally fewer children from low-income families (proxied by eligibility for Free School Meals [FSM]). This paper examines whether they also under-admit children 'disadvantaged' according to another key dimension: having special educational needs and/or disability (SEND). Descriptive statistics and modelling use the National Pupil Database census and span 2010–2020. Across years, 'faith' primary schools are less likely to include children with SEND, and less likely to admit children with SEND to the first (Reception) year. Accounting for area-level factors, indications of under-admission to Catholic schools become more pronounced. Some disproportionality for Church of England schools is explained by confounders – but even after attenuation, they remain less likely to serve children with SEND than non-'faith' schools. Together, FSM and SEND predict a substantively meaningful lowered likelihood of children attending 'faith' schools, so these schools, at the national level, seem to have become hubs of relative 'advantage'. Findings therefore demand interrogation of whose interests these institutions serve, and of their part within the current English system. [ABSTRACT FROM AUTHOR]

Despite much empirical evidence highlighting the harmful effect of socioeconomic disadvantage on educational outcomes, there is a relative lack of understanding of how different risk factors impact upon attainment. Importantly, it has yet to be established what effect, if any, austerity cuts have had on the most disadvantaged students. Using rich data from two British cohort studies (Next Steps and MCS), this cross-cohort study explores how educational inequalities impact on attainment in distinct cohorts of students at identical age-points, whilst also examining the role of wider political and socioeconomic circumstances. The analysis reconfirms the detrimental effect of exposure to socioeconomic risk factors on attainment, highlighting the relative importance of some (e.g. social housing) over others, and emphasising the disproportionate association of exposure to multiple risks with poorer outcomes. For both cohorts, the attainment gap is already clear at age 11, and widens at every level of risk across secondary education. Despite the implementation of austerity, no evidence is found for worsening inequalities at an individual level. However, the persistent link between disadvantage and attainment means that, on a cohort level, increasing levels of disadvantage during austerity will inevitably lead to greater proportions of young people facing an attainment 'penalty'. [ABSTRACT FROM AUTHOR]

The education of students with disability has changed dramatically over the past 50 years. Universal declarations and conventions have underpinned many of these changes at both an international level and within Australia. In the early 1970s, the philosophy of John Rawls provided a theory of justice to preserve social justice and individual liberty within communities. This mirrored attempts to advance education to ensure social justice, rights and access to education for learners with disability. This micro-historical ethnography provides a review spanning the past half century in Australia of changes to the education of students with disability. Underpinned by an ethnographic epistemology through interviews with the presentism of eight educators involved in Western Australian education for learners with disability, and viewed through an interpretivist lens, major elements of change are identified. An analytical framework deduced from the work of Rawls is used to reflect upon the changes and discuss the degree that Rawls' justice as fairness has been enacted in education for learners with disability from 1970 to 2021 in Australia. Key words: Australia, learners with disability, special education, inclusion, Rawls, equity, social justice [ABSTRACT FROM AUTHOR]

Succeeding at university can be a complex matter, and the barriers are manifold for students with disabilities (SwDs). Accommodations are available for those with needs, but these alone do not meet the political goals of inclusive educations. Student ambassadors act as experienced representatives on campuses, supporting others and gaining individual benefits themselves. Approaches building on SwDs' experiences and capacities can be a means to overcome the complex barriers often faced throughout education. This scoping review aimed to map research on student ambassador interventions for SwDs in higher education and identify the interventions' key concepts. The result will inform an ambassador intervention in higher education. Six electronic databases were searched for peer-reviewed articles of any design published between 2010 and December 2020. Six studies met the inclusion criteria. A thematic synthesis resulted in three key concepts: peer guidance and supportive relationships; building strategies and transferable skills; and advocating for change. However, no program utilises exclusively students with disabilities in ambassador roles. The results indicate a lack of research as well as awareness on the unexplored potential of actively involving SwDs in ambassador roles. [ABSTRACT FROM AUTHOR]

Queer crip enrollment patterns describe the unique ways Two Spirit, lesbian, gay, bisexual, transgender, queer/questioning and disabled college students enter and persist in higher education. Elevating the voices of 10 queer, mad, mentally ill, neurodivergent and/or disabled (QMMIND) college students, this article highlights queer crip enrollment as a process that involves failing classes, withdrawing from institutions, (in)voluntary hospitalizations, and socioeconomic intersections. Queer crip enrollment patterns highlight institutional barriers limiting the success of QMMIND students. At the same time, QMMIND students dream of thriving and helping others thrive despite hostile campus environments. Using queer and crip theory, we engage in the process of dreaming about creating an accessible university. Specifically, we posit that structural changes in admissions, crisis response, and meeting students' basic needs will allow environments to support queer crip success. [ABSTRACT FROM AUTHOR]

More students with disabilities (SWDs) are being educated in the general education classroom than ever before. This means that SWDs are spending more time in middle school science classrooms. SWDs may struggle to access information from science textbooks and lessons for multiple reasons, including reading difficulties. In this article, the authors review the literature and provide recommendation on how science teachers can implement these strategies into their classrooms. These strategies include vocabulary instruction, comprehension strategies, and graphic organizers. [ABSTRACT FROM AUTHOR]

Objective and Methods: The study examined sexual victimization among college students with disabilities (n = 187) using an online survey at a large southern university. Students reported one or multiple disabilities: physical disabilities, Attention Deficit Hyperactivity Disorder (ADHD)/Attention Deficit Disorder (ADD), learning disabilities, and emotional disabilities, with most students reporting more than one disability. Results: Overall, 71% of the sample experienced one or more types of lifetime sexual assault and/or rape, and 51% reported sexual victimization since attending the university. There were no significant differences in experiencing sexual assault and/or rape between students with one disability compared to students with more than one disability. Conclusions: Considering the high rates of sexual victimization among students with disabilities, and the dearth of research focusing on the context of sexual assault in this population, future research and research-based prevention initiatives are needed. Findings can inform future prevention efforts to address sexual violence among students with disabilities on campuses. [ABSTRACT FROM AUTHOR]

Drawing on a Foucauldian theorisation and an in-depth study with eight disabled student activists in England, this paper explores how persistent marginalisation and ableism in higher education has triggered a wave of activism among disabled students, who, just before the advent of the pandemic, had organised a structured movement, Disabled Students UK. We employ Foucault's ideas of the care of the self and others to discuss the formation of disabled students as activist subjects fighting discrimination in English higher education, in a moment in which the intersection between inclusive policies and austerity measures exposed the ableism rooted in academic practices. This paper promotes discussion on the nurturing relationship that exists between the individual and the community in constituting disability activism and disabled activists. [ABSTRACT FROM AUTHOR]

Definitions of disability are changing, shifting from a narrow medical diagnosis to a biopsychosocial model of disability, where disability is conceptualised as a series of relational conditions that can potentially disadvantage individuals within environments. Implications of this new understanding of disability will have significant effects in the higher education sector, where there is increasing participation of disabled students. In this paper, we discuss one aspect of these implications through the topic of graduate employability. In doing so, we generate a new concept 'Employability for Inclusion' that can be utilised as an equity-focused lens for universities to consider how employability initiatives are inclusive to disabled and/or diverse students. To unpack this concept, we further illustrate how a biopsychosocial model of disability would impact key employability activities (e.g., work-integrated learning) and provide valuable insights into how the higher education sector can adopt emerging conceptualisations of disability and inclusion. [ABSTRACT FROM AUTHOR]

The article focuses on the mental health challenges faced by students, particularly those attending high-achieving schools, due to various factors including academic pressure and family dynamics. Topics include the need for early identification of mental health problems, the implementation of Multi-Tiered System of Supports (MTSS) in schools, and the importance of preventative measures to address student mental health issues effectively.

The purpose of this article is to compel educators to think critically about how the Individuals with Disabilities Education Act (IDEA), a prominent school-based legislation in the United States, and caregiver/parental participation relate to each other and to equity in special education outcomes. I use two illustrative case studies to show how educator's decisions about students, their use of disability policy, and their subsequent interactions with caregivers/parents result in vastly different outcomes for two young boys with a disability, one white and one Black. I outline how the racialized local context of the suburban, primarily white, and wealthy school district of study shaped understandings of difference that influenced how educators related to caregivers/parents, how they determined what was a viable caregiver/parental request for educational services, and how they subsequently leveraged educational resources to meet student needs based on these assumptions. In doing so, I engage with the following overarching question: How do contextual influences affect educators' understandings of what is a viable caregiver/parental request when providing services to students with disabilities? I end with a critical discussion about the presumed benevolence of special educators and special education systems. [ABSTRACT FROM AUTHOR]

The salience of education for better life outcomes is well accepted, but people with disabilities continue to be underrepresented in higher education. Building on Weedon's approach to the intersection of impairment with socioeconomic factors, this paper identifies the facilitators and barriers encountered and/or experienced by young people with disabilities along their diverse pathways to and through higher education in Sweden. The data comes from longitudinal ethnographic case studies of persons with ADHD. While the findings show similarities in impairment-specific barriers, such as transition and inadequate support available at university, they make even more visible the existing heterogeneity among people with ADHD and the inadequacy of support structures at higher education institutions. Parents, economic security and individual factors, such as ease of learning and belief in one's own capacity, were found to be strong facilitators. ADHD and socioeconomic disadvantage together magnified vulnerabilities and hurdles faced while aspiring to and accessing higher education. The article concludes by highlighting the urgent need for universities to change entrenched structures that perceive students with disabilities as a homogeneous group and disability as an individual problem, in order to enable participation of all. [ABSTRACT FROM AUTHOR]

Inclusive higher education programs support people with intellectual disability (ID) to be included at university. However, until recently such programs have not typically offered the opportunity for students with ID to engage in Work Integrated Learning (WIL) experience. This case study investigates the experiences and processes involved in facilitating a university WIL placement (at a secondary school) for a student with ID (pseudonym: Serenity). Semi-structured interviews were conducted with Serenity and key stakeholders involved in the process. Participants (N=6) were asked about their experiences of the placement processes; the challenges they experienced; and the outcomes they observed. They were also asked to provide suggestions for future WIL placements for students with ID. Thematic analysis was used to analyse data. Five major themes were identified: authentic experience; good preparation; support before and during placement; student characteristics; and opportunities for direct work experience. Outcomes can inform future inclusive WIL experiences for university students with ID. Recommendations are provided regarding further investigation into employability skills that are transferable from university-based learning to the workplace. [ABSTRACT FROM AUTHOR]

The use of information and communication technologies (ICTs) has considerably increased among students, including students with vision impairment (SVI). There has been limited work on the information and digital needs of people with disabilities, particularly SVI who were studying for their masters or MPhil and were involved in research activities in Pakistan. This study is an effort to explore various obstacles, expected services and support for SVIs from their universities, libraries, and Higher Education Commission (HEC) Pakistan. This study is qualitative in nature, and an interview guide was used to collect data from the participants in Lahore, Pakistan. The results of this study showed that students with vision impairment use a variety of digital information resources. However, very few use the higher education commission of Pakistan subscribed databases due to restricted access and complex interfaces. The hindrances include lack of university support, limited training opportunities, non-availability of digital library services, and others. The participants highlighted a variety of needed library services and support from their departmental as well as central libraries. It is assumed that the results of this study will help the relevant authorities to make friendly policies and improve library services to facilitate the SVI. [ABSTRACT FROM AUTHOR]

Research on the effects of the socioeconomic status (SES) on literacy development of children with intellectual disabilities (ID) is limited. This study aimed to explore the SES's influence on literacy development of children with ID and possible mediating effects of home literacy environment (HLE) and the parent-child relationship. The subjects of this study were 390 children with ID from special needs schools in 14 regions of China, including 239 boys and 151 girls aged 7 to 15 years. This study adopted the network survey method, with parents of children with ID completing surveys on SES, HLE, literacy development, and the parent-child relationship. SES was found to positively predict literacy development of children with ID. Further, it was found that HLE played a mediating role in the prediction of literacy development by SES, and the parent-child relationship regulated the positive impact of HLE on literacy development. In conclusion, SES significantly influences literacy development of children with ID which is partially mediated by HLE. The parent-child relationship positively regulates the regression relationship between HLE and literacy development. [ABSTRACT FROM AUTHOR]

Universities can prepare students for work, and universities can educate increasingly diverse student cohorts, but can they do both concurrently? This question of whether universities can offer equitable and inclusive careers education is increasingly under scrutiny. In this study, we address the largely under-theorised area of work-based placements from the perspective of career identity formation for diverse students. We do so through the adoption of Meijers and Lengelle’s theorisation of ‘career stories’ which position the narrative as the mechanism to understand how students’ have developed their career identities and future professional goals. Drawing on longitudinal interviews with disabled students, we explore university placements as ‘boundary experiences’ which can either enable, or disable, the formation of students’ professional selves. Our findings indicate a troubling amount of variability, and indeed, luck within the placement offering, often unsupported by intentional pedagogical design. This suggests that the current university placement experience does little to support the professional identity formation processes of diverse students. Through this study, we further translate a processual learning theory from career learning to support future intentional pedagogical placement design in the university context for diverse students. The article ends with a consideration of how placement experiences can better align to equity goals of the university, and provide scalable, high-quality learning experiences for all students. [ABSTRACT FROM AUTHOR]

The scoping review provides insight into the empirical evidence on the effects of disability-related services, health promotion, testing accommodations, social and academic integration on academic success of students with disabilities in higher education. A systematic literature search was conducted in EBSCO, ERIC, PsycINFO, MEDLINE, Sociological Abstracts, Cochrane Library, and LIVIVO. Empirical studies published between 2008 and 2022, in English and German language, were included. In summary, 46 studies met the inclusion criteria. The results were categorised into four intervention groups and catalogued through a system of categories. The paper demonstrates contrasting effects of the interventions on academic success. The qualitative studies showed that students evaluated the interventions as important for adaption on campus and academic success. However, quantitative studies lacked from sufficient sample sizes and causal relationships of the variables could not be established. The interventions of disability-related services, and testing accommodations did rarely show statistically significant effects on academic success. Health promotion, and social and academic integration showed significant effects of the interventions on success outcomes. The findings of this study have practical implications for university's staff and disability services, helping to promote the academic success of students with disabilities. [ABSTRACT FROM AUTHOR]

The aim of this study is to investigate the effectiveness of Realistic Mathematics Education Strategies Mobile App (REMSAM) on the mathematical problem solving performance of students with learning disabilities (LD). The participants of this study consisted of five children (three girls, two boys) with LD. The study was carried out based on a multiple-baseline across-participants design. Participants' problem solving performances (understanding the problem, identifying the elements of the problem and solving the problem) were evaluated with multiple-choice tests. The findings revealed that REMSAM had a significant and positive effect on students' mathematical problem solving performances. In addition, it was determined that the students were willing to use REMSAM, the parents and teachers of the students had positive opinions about REMSAM. Future directions and limitations of the study were discussed. [ABSTRACT FROM AUTHOR]

Collaboration among different teacher profiles is one of the most important factors in meeting the needs of pupils with special needs. In a study of 138 teachers from different regions of Slovenia (57 special education teachers and 85 visual art teachers), we investigated how they collaborate when working with pupils with severe specific learning difficulties and how this collaboration relates to their professional development. The online questionnaire survey found that most participating professionals felt that collaboration was necessary, and 25% had not yet collaborated. Those who have collaborated most often consult informally in hallways and work as a team in expert groups for individualised programmes. The most common team teaching approach is for the visual arts teacher to lead the art class and the special education teacher to assist the teacher by providing support to the pupils with and without learning difficulties. They also see many benefits for the pupils and themselves in this type of collaboration and follow the desirable - positive - side of the S model of professional development. An analysis of the situation in practise can form the basis for recommendations on how to promote professional development in collaboration between these pedagogical professionals. [ABSTRACT FROM AUTHOR]

This paper aims to understand how teachers' attitudes are contributing to or hindering the educational inclusion of students with autism spectrum disorder (ASD). Implicit and explicit measurement of the attitudes of fifty pre-service teachers towards ASD before and after a short-term training on Autism is presented. The explicit measure used was a Likert-type questionnaire, while the implicit measure was a Single Target Implicit Association Test (ST-IAT). After statistical analysis of the data, it was found that prospective teachers' explicit attitudes were positive before the short-term training, and they were significantly better after it. Conversely, participants' implicit attitudes were neutral before the short-term training, and no significant difference was found after it. Additionally, no statistically significant relation was obtained between explicit and implicit attitudes, either before or after training, which suggests that the used instruments measure different attitudinal constructs. According to the remaining findings, it is concluded that explicit attitudes may be more prone to social desirability bias than implicit ones, implying that future attitudes research regarding sensitive topics such as the educational inclusion of students with Autism should combine both measures. Moreover, implicit attitudes seem more difficult to change than explicit ones. Some implications for pre-service teacher education are discussed. [ABSTRACT FROM AUTHOR]

The study aims to understand the ableism facing the presence of disabled students in physical education (PE) classes. Through a case study with an exploratory qualitative design, we captured the inclusion (or lack thereof) of disabled students through the perspectives of three PE teachers who participated in this study over one school year. The teachers completed a weekly reflective journal with field notes, and participated in two focus group interviews, which were assessed using the content analysis technique. The PE classes were immersed in ableism, which translates into a body-focused process of normalisation. Our findings underscore the difficulty encountered in the inclusion of disabled students because it is considered a counterpoint to what is believed to be PE. A comprehensive change in perspectives regarding the understanding of disability and normativity is required. This study is important to discuss how meaningful the physical education classes have been to the disabled student; The disabled students still feel excluded from Physical Education classes; Physical Education curriculum is mainly based on competitive sports practices raising questions about its meaning to the disabled student; Physical Education teachers do not change the traditional curriculum for the best learning opportunities to the disabled children; The inclusion of the disabled student calls for fundamental changes on what is assumed as Physical Education class at schools and for effective teachers. [ABSTRACT FROM AUTHOR]

This article presents the findings of a qualitative study that explored and described how students living with disability construct meaning from their first-year experience through their social systems and interpersonal relationships. Two groups of participants, namely 18 students living with disability and their self-identified significant others were purposively sampled. Data were gathered by means of individual interviews and reflective writing exercises. Interpreted within the social wellbeing framework of Keyes, the findings are consistent with international research and illuminate the pivotal role of parents, peers, and institutional support structures in the lives of first-year students living with disability. This enabling environment (with elements of inclusion, belonging, meaning-making, and reciprocity) is associated with a greater sense of interdependence and has the potential to contribute to all five dimensions of social wellbeing (integration, acceptance, coherence, actualisation, and contribution). Support from parents, peers, and the institution is pivotal in the lives of first-year students living with disability. An enabling environment includes elements of belonging and meaning that are beneficial to first-year students living with disability. Acceptance and integration of first-year students living with disability into university life can increase social wellbeing, enabling the students to realise their full potential and providing the opportunity for the students to contribute. A greater sense of interdependence is found in healthy relationships between first-year students living with disability and their significant others. [ABSTRACT FROM AUTHOR]