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Background: While there has been a strong national and international emphasis on social inclusion over the past 15 years, many people with intellectual disabilities remain socially isolated in their communities. Mobile technology has the potential to support social inclusion and there is great interest among adults with intellectual disabilities in using technologies such as computers, smartphones, tablets and the internet. This study aimed to investigate the use of mobile technology by people with intellectual disabilities, and its capacity to improve their social inclusion. Methods: Data were collected using individual interview, group interviews or interviews using Photovoice with 32 adults with intellectual disabilities and analysed using inductive content analysis. Findings: Findings indicated that adults with intellectual disabilities use various mobile technology and apps for multiple purposes, including social activities, work, support, productivity, navigation and entertainment. Enabling inclusion, increasing convenience and accessibility were viewed as advantages of mobile technology, while disadvantages were related to social issues and dangers resulting from the use of mobile technology and the practical limitations and ubiquitous nature of mobile technology. Barriers to using mobile technology included having limited access to the technology itself in certain contexts and difficulties with its use. Receiving support from others and awareness of safety measures enabled the use of mobile technology among the participants. To facilitate the use of mobile technology among people with intellectual disabilities, there needs to be greater education about this and other technologies including their features, design and apps. Importantly, people with intellectual disabilities need to be involved in the design of apps. Conclusions: To fully harness the potential of using mobile technology for the purpose of developing social relationships and sense of belonging in the community, people with intellectual disabilities should be supported in developing an awareness of the limitations of mobile technology and practicing appropriate safety measures.

Although research on the experiences of females on the autism spectrum is still developing, it is becoming increasingly apparent that their experiences are not comparable to their male counterparts. This scoping review aimed to collate research related to the peer interaction experiences of school-aged girls on the autism spectrum from their perspective. A database and journal search (2010-2020) found 21 studies. Key findings indicated that although school-aged girls on the autism spectrum generally desired friendship, they faced diverse peer interaction difficulties, including making and maintaining friendships, peer victimisation, and rejection. Given these challenges, appropriate peer interaction supports and further research into the complexities of their peer interaction experience is needed.

Schools for specific purposes (SSP) are and have been a significant feature of the education ecosystem since the roll out of mass schooling in Australia and elsewhere. SSPs serve some of the most vulnerable and disadvantaged communities. While their social and emotional worth to their communities (students, educators, families) is rarely questioned, the role of SSP in the pursuit of equity and inclusivity remains contested. This has significant implications for those charged with leading such schools, particularly principals. Drawing on the emerging field of relational studies, this paper undertakes a "relational" inquiry into the provision of education (RIPE) analysis of specific purpose schools for students with moderate and high support needs in the Australian state of New South Wales.

The transition from primary to high school can be a challenging process for students with autism spectrum disorder (ASD). During this time, research-based practices like home-school collaboration are crucial in facilitating a smoother transition. However, existing research indicates that the transition from primary to high school is a period of anxiety and reduced support for students with ASD and their families. This article describes the experiences of parents of students with ASD in regard to this transition and home-school collaboration. Semi-structured interviews were carried out with 15 parents of children with ASD who attended mainstream government high schools in metropolitan Sydney. Through content analysis, parents were found to have received varying levels of transition support. Their experiences of home-school collaboration were, however, generally positive. Overall, it is recommended that parents' knowledge of their children with ASD should be prioritised and utilised in transition planning. Findings also suggest that a greater implementation of practices including mandated transition planning and home-school collaboration in schools would contribute to more authentic inclusion of students with ASD.

Background: While there has been a strong national and international emphasis on social inclusion over the past 15 years, many people with intellectual disabilities remain socially isolated in their communities. Mobile technology has the potential to support social inclusion and there is great interest among adults with intellectual disabilities in using technologies such as computers, smartphones, tablets and the internet. This study aimed to investigate the use of mobile technology by people with intellectual disabilities, and its capacity to improve their social inclusion. Methods: Data were collected using individual interview, group interviews or interviews using Photovoice with 32 adults with intellectual disabilities and analysed using inductive content analysis. Findings: Findings indicated that adults with intellectual disabilities use various mobile technology and apps for multiple purposes, including social activities, work, support, productivity, navigation and entertainment. Enabling inclusion, increasing convenience and accessibility were viewed as advantages of mobile technology, while disadvantages were related to social issues and dangers resulting from the use of mobile technology and the practical limitations and ubiquitous nature of mobile technology. Barriers to using mobile technology included having limited access to the technology itself in certain contexts and difficulties with its use. Receiving support from others and awareness of safety measures enabled the use of mobile technology among the participants. To facilitate the use of mobile technology among people with intellectual disabilities, there needs to be greater education about this and other technologies including their features, design and apps. Importantly, people with intellectual disabilities need to be involved in the design of apps. Conclusions: To fully harness the potential of using mobile technology for the purpose of developing social relationships and sense of belonging in the community, people with intellectual disabilities should be supported in developing an awareness of the limitations of mobile technology and practicing appropriate safety measures. Accessible summary: Many people with intellectual disabilities are lonely in their communities. Mobile technology can help people to feel connected.32 people with intellectual disabilities from News South Wales, Australia, took part in interviews, focus groups and taking photos.People use mobile technology and apps for social activities, work and entertainment. People said mobile technology and apps help with inclusion, accessibility and making things easier. Disadvantages of using mobile technology include unsafe online contacts and no Wi‐Fi connections.People should take risks when using mobile technology if it does more good than harm. We found out about barriers to using mobile technology, some people do not have access to it. Mobile technology equipment and apps should be developed together with people with intellectual disabilities. [ABSTRACT FROM AUTHOR]

Schools for specific purposes (SSP) are and have been a significant feature of the education ecosystem since the roll out of mass schooling in Australia and elsewhere. SSPs serve some of the most vulnerable and disadvantaged communities. While their social and emotional worth to their communities (students, educators, families) is rarely questioned, the role of SSP in the pursuit of equity and inclusivity remains contested. This has significant implications for those charged with leading such schools, particularly principals. Drawing on the emerging field of relational studies, this paper undertakes a relational inquiry into the provision of education (RIPE) analysis of specific purpose schools for students with moderate and high support needs in the Australian state of New South Wales. [ABSTRACT FROM AUTHOR]

The transition from primary to high school can be a challenging process for students with autism spectrum disorder (ASD). During this time, research-based practices like home–school collaboration are crucial in facilitating a smoother transition. However, existing research indicates that the transition from primary to high school is a period of anxiety and reduced support for students with ASD and their families. This article describes the experiences of parents of students with ASD in regard to this transition and home–school collaboration. Semi-structured interviews were carried out with 15 parents of children with ASD who attended mainstream government high schools in metropolitan Sydney. Through content analysis, parents were found to have received varying levels of transition support. Their experiences of home–school collaboration were, however, generally positive. Overall, it is recommended that parents’ knowledge of their children with ASD should be prioritised and utilised in transition planning. Findings also suggest that a greater implementation of practices including mandated transition planning and home–school collaboration in schools would contribute to more authentic inclusion of students with ASD. [ABSTRACT FROM AUTHOR]