Objective: The purpose of this systematic review is to synthesise the available evidence of the impact of therapy dog-assisted interventions on the social and emotional wellbeing of students in mainstream school settings through the use of the biopsychosocial framework. Method: The PRISMA 2020 guidelines were followed, and the inclusion criteria…

Students who are deaf or hard-of-hearing (DHH) have long been educated in segregated settings. The move toward inclusion now means that DHH students may choose to have their educational needs met within a non-segregated setting. Challenges face all stakeholders. Students who are DHH may experience significant needs in the areas of communication,…

Despite the growing international focus on neurodiversity, its explicit identification and incorporation into educational and workplace practices remain underdeveloped in Saudi Arabia. This study explores the indirect presence and characterisation of neurodiversity within Saudi Arabia through existing inclusive practices. The study aimed to…

Inclusion of learners with mild hearing impairments in mainstream classes contributes to their language, social and academic development. These learners require adequate support from the teachers to succeed in the classroom. However, such an endeavour requires that teachers are appropriately prepared and supported. With this study we investigated…

Handicapped, special, or diverse? Segregated, mainstreamed, or included? The field of disability and difference within education, is vast and wide-ranging. This review of the literature highlights how, although we have come far in the last 40 years, there is still much to learn about effective inclusion of disabled children in early childhood…

High school students labeled as English learners, referred to in this article as emergent bilinguals, participated in a mixed-methods study of their social and emotional well-being. Relationships with school personnel, peer relations, and involvement in support activities were connected to well-being while experiences of microaggressions from…

Nurture groups aim to meet the developmental needs of vulnerable children identified as having Social, Emotional and Mental Health (SEMH) needs. Past research has highlighted the need to explore and explain the practitionerchild relationship in nurture groups. In this research, five nurture group practitioners from Key Stage 1 (KS1) nurture groups…

This article demonstrates the use of qualitative methodologies to provide a description of an intervention framework and goals for students with hearing loss in general education. Because of advances in technology, the majority of students with hearing loss are now educated in general education classrooms. Many of these students are not eligible…

This Information Capsule reviews the research conducted on outcomes associated with placing students with Autism Spectrum Disorder (ASD) in inclusive classrooms. Key findings include: (1) studies comparing the academic and social outcomes of students with ASD placed in inclusive versus segregated special education classrooms have produced mixed…

The study outlined here was an attempt to examine the use of "Circle of Friends" as a single intervention approach in addressing the issue of inappropriate social interactions in a child with Asperger Syndrome. The child selected was in a mainstream setting, as the main feature of a circle of friends is peers supporting peers. The child…

Initially developed from policies implemented under British rule, the integrated programme for children with disabilities has not been widely publicised in the context of early childhood education in the Hong Kong Special Administrative Region (HKSAR). Local communities have responded differently to the integrated programme implemented in…

Down syndrome (DS), one of the developmental (cognitive) deficits, is the most common syndrome that arises from genetic disorders. The mothers of children with DS who encounter the most intense emotional situations since the tendency to take responsibility the children's care and development usually belongs them. Among these intensive feelings,…

There is considerable demand for special education services for the over half a million students with autism in the United States. While assistive technology may augment educational services, its implementation is often prevented by a number of practical and attitudinal barriers. These barriers are especially pertinent for the newest and thus…

Considering the prevalence of speech, language and communication needs (SLCN) and the known association with poor academic performance and social, emotional and mental health, it is surprising that two-thirds of children with primary SLCN go unidentified. Although educational psychologists (EPs) are well positioned to support schools in improving…

Some researchers have characterized Universal Design for Learning (UDL) as a promising framework to provide diverse students with access to the general education curriculum, but to what extent and how have UDL-based interventions fulfilled that promise? The purpose of this review was to analyze studies that investigated impacts of UDL-based…