The purpose of this study is to better understand the subjective viewpoints of faculty members toward students with psychological disabilities as a subset of the larger student population with unique needs due to the hidden nature of the barriers they experience. This Q methodology study explores the views of 29 faculty who have taught students…

College students with disabilities face institutional challenges related to pursuing their education. In addition to the developmental changes that occur during young adulthood, these students also must overcome obstacles involving inaccessible environments, programs, services, and instructional approaches. Colleges and other service providers are…

In England, the Special Educational Needs and Disabilities Code of Practice (2015) was heralded as a significant reformation of provision for children and young people with additional and complex learning needs. Effective implementation of the Code requires the key implementers, Special Educational Needs Co-ordinators (SENCos), to develop and…

Research literature confirms that kaiako with disabilities help promote diversity and inclusivity in education settings. However, these kaiako can face barriers that hinder their work-related roles, opportunities, and choices. Our research project invited early childhood education (ECE) student kaiako and kaiako with disabilities to answer an…

This case study is based on my research into the consequences of ableism in higher education and focuses on the postsecondary German-language classroom. For this project, I drew from my personal experiences of ableism as a disabled faculty member and educator and supported my experiences with relevant concepts from disability studies. This project…

Disability resources are underutilized in institutions of higher education (IHE). The problem addressed in this qualitative descriptive study was that despite the availability of disability services in IHE, over 62% of eligible students failed to secure the necessary learning accommodations. Often, students with disabilities (SWDs) are reluctant…

In higher education settings, the central function of a disability resource professional (DRP) is determining accommodations in collaboration with disabled college students, making their role in the outcomes of students with disabilities paramount. Despite this importance, research on the process of determining accommodations is minimal, and…

The Council for Exceptional Children (CEC) advocates for the full participation of all children and youth with disabilities and/or identified as gifted and talented in educational programming that promotes positive academic, social emotional, and adaptive/independent living outcomes and sets the stage for lifelong success. This position statement…

Background: The 22q11.2 deletion syndrome (22q11DS) is characterised by a changing pattern of overlapping intellectual, physical, and mental disabilities along the course of one's life. However, the impact of overlapping disorders (multimorbidity) on educational challenges remains unclear. Method: A survey was conducted with 88 caregivers of…

Despite federal policy and litigation, the continued placement of students with extensive support needs (ESN) in separate classes and schools continues across the United States. Since the enactment of the Education for All Handicapped Children Act (1975), there has been a continuous stream of research regarding the positive effects of including…

State law requires that Ohio's superintendent of public instruction annually report on the status of implementation of special education and related services for children with disabilities. This includes the number of children identified with disabilities and the number of identified children receiving services. The Ohio Department of Education…

Each year, over 1.2 million children and youth identified as homeless in the nation's schools experience educational disruption caused by not having a safe and stable place to live. Many students who have disabilities and are experiencing homelessness face additional challenges for educational progress that require close coordination between…

Language pertaining to the disability community has changed significantly over the years. Previous identity-first language has recently been replaced with person-first language. Person-first language places the emphasis on the person, then the disability. This is in contrast to identify-first language, which places the disability before the…

A narrative inquiry study is chosen because this is an investigation of school teachers' experiences expressed in a narrative form. The problem explored in this study is that school teachers struggle to meet the behavioral needs of students with exceptionalities in the mainstream classroom. Variation sampling is chosen because it allowed for…

This study examined the effect of accessing supports available to the general student body and disability-related supports on college perseverance for students with disabilities. This secondary analysis of a nationally-representative longitudinal dataset, the National Longitudinal Transition Study-2, included a sample of approximately 2,330…