During the 2022-2023 academic year, the National Deaf Center on Postsecondary Outcomes (NDC) surveyed deaf students in higher education institutions across the nation. This report provides a comprehensive overview of survey results and offers suggestions for improving access and inclusion for deaf students on campus.

Teaching through collaborative making has found its way into K12 schools and colleges of education, but minimal research exists on making for learning in special education settings. Even less research is available focusing on preservice special education teachers using making as a pedagogical tool for academic interventions. This multiple case…

Academic accommodations for students experiencing disabilities are increasingly available at postsecondary institutions. More studies of the efficacy of accommodations for student success are warranted, however. Given the increased gender gap in university participation, more focus on the unique impact of gender is also needed. Using a sample of…

A qualitative study was conducted to identify the beliefs and attitudes of preservice special education teachers regarding teaching use of tangible symbols for students with multiple disabilities. Using tangible symbols is a promising practice with an emerging evidence base that supports communication development for students with complex…

The COVID-19 global pandemic provided an opportunity to reassess pedagogies, practices, and policies in higher education. In this dissertation, I explored the experiences of undergraduate and graduate students with dis/abilities (SWDs) in higher education before and during the COVID-19 global pandemic. The first manuscript is a descriptive study…

Postsecondary education students with intellectual and multiple disabilities are often supported by same-aged peer mentors. A single-subject multiple baseline design was used to examine the relationship between training with and without performance feedback and a peer mentor's fidelity of implementing a student's function-based intervention plan…

Supporting children and young people's mental health and well-being is central to UK Government policy, with statistics suggesting post-16 students and those with learning difficulties are vulnerable. This case study explored how practitioners at a special school for students with severe and profound and multiple learning difficulties promote…

Background: For almost two decades, students with intellectual, developmental and multiple disabilities have attended undergraduate classes at the University of Manitoba, in Winnipeg, Canada as part-time auditing students. They are supported by the Campus Life program. Campus Life employs graduate and undergraduate university students as academic…

The purpose of this embedded, multiple-case study was to conduct an international exploration of two teacher preparation programs for preservice teachers seeking licensure and specialism to teach students with severe, profound, and multiple disabilities. The study sought to learn about special education teacher preparation practices and structures…

The purpose of this research is to study the relationship between parents of pupils with multiple disabilities and their teachers. This, in order to understand the needs for special education teacher training programmes as these are perceived by the teachers who experienced an abrupt transition to distance learning as a result of the COVID-19…

Transition beyond high school for students with disabilities was introduced in education over 50 years ago. Today, it has evolved to include data collection of ongoing mandated activities and post-school outcomes. The purpose of this study was to examine student transition planning components and how these related to the post-school outcome data…