Background: Knowledge about how disability professionals understand ableism may provide insight into the production of inequalities. The aim of this study was to examine how disability professionals understand ableism. Methods: We asked 347 disability professionals, all of whom worked with people with intellectual and developmental disabilities,…

This study examined intervention fidelity (IF) and the extent to which this essential feature of response to intervention (RtI) was included within artifacts (laws and guidance documents) for states requiring RtI for specific learning disability (SLD) identification. Intervention fidelity is defined as the degree to which an intervention is…

In this article, there is a cripped arugmentation towards and away from performance as curricular. In other words, what we are trying to more fully grapple with is how curriculum within the school and otherwise becomes and is embodied within the body as a performative action towards and away from "dis"ability as a means of…

In the interest of providing inclusive education for students with disabilities within higher education and vocational formation, it is imperative that we examine how disability is understood by the actors involved. This research examines the definition of disability as it moves from an inclusive policy in México into practice at the macro, meso,…

We use critical qualitative methods to demonstrate how ambiguities present in definitions of learning disability (LD) and processes for determining LD eligibility under IDEA result in inequitable outcomes for minoritized students. To investigate this issue, we first outline how the LD label is situated within medical and psychological…

Institutional practices related to providing academic accommodations and access have long been ableist and bureaucratic and remain that way. This paper will focus on these practices in the post-secondary education context. The central question of this paper is: What do meaningful access and reasonable accommodation mean to post-secondary students…

Background: The high support needs of persons with profound intellectual and multiple disabilities hamper their possibilities for self-determination. To support their self-determination understanding of what this means for this group is necessary. Method: A three-round Delphi procedure with international experts was undertaken to operationalise…

Conceptualising and defining special education determine what services will be provided for learners with special educational needs (SENs). The focus of our study was two questions: (1) how are people with SENs in China defined, conceptualised and perceived by stakeholders, and (2) how does society in China view special education? This was…

The concept of twice-exceptional is used to define individuals who are gifted or talented in one or more domains while having disability, disorder or difficulty in certain areas. This situation has made the definition and acceptance of the concept difficult since giftedness and disability are mentioned together. In order to clarify current…

Rates of school bullying victimisation have been noted as high as 69% for children with special educational needs and disabilities (SEND) yet there remains neither an anti-bullying programme specifically for use in special schools, nor a standardised definition of bullying. The most frequently used definition is not inclusive of SEND pupils'…

This book uses the concept of "learning disability" to explore what it means to be human. It argues that we need to learn "with" rather than "from" or "about" learning disability. This crucial distinction means being open to what learning disability can teach us about what it means to be human. This approach…

Purpose: Interprofessional practice requires regular communication between professionals from different disciplines using shared terminology. Within schools, many professionals are tasked with supporting children with language disorders, namely, developmental language disorder (DLD) and/or dyslexia. Limited information exists as to (a) how…

Teachers in Australia have the professional responsibility to differentiate teaching to meet the needs of students across the full range of abilities. However, it is often reported that there is a need for greater definitional clarity of the term "differentiation" to support teachers' understanding and implementation. In this article, we…

Over the past decade, there has been a rapidly declining trend in the prevalence of students with learning disabilities in South Korea. In 2019, only 1.5% of students receiving special education support were identified as having learning disabilities. This column reports on three current issues related to learning disabilities to provide a greater…

The 2015 reauthorization of the Elementary and Secondary Education Act placed a 1.0% cap on the participation of students with disabilities in the alternate assessment based on alternate academic achievement standards (AA-AAAS). U.S. Department of Education regulations clarified that states must develop participation guidelines and a definition of…