In this study, researchers aimed to examine the practices of preschool teachers in their classes for children with special needs. The research, in which interviews and documents were used, was designed using a case study, one of the qualitative research methods. Snowball sampling, one of the purposeful sampling methods, was used to determine the…

Progress monitoring in inclusive preschool classrooms should describe all children's progress towards general curriculum outcomes and individual children's unique outcomes or IEP goals. This research study used the Children's School Success+ Curriculum Framework (CSS+ Curriculum Framework) and progress monitoring process to assess the outcomes of…

This study draws upon data gathered from five parents who have children with Down syndrome (DS), being educated in mainstream settings in England. The parental perspective of practices, both inclusive and otherwise, is explored through a qualitative lens. Findings suggest that early intervention, such as portage, is important. However, access to…

The present study addresses the complex challenge of showing how teacher candidates created original children's literature in the form of digital stories for their P-12 students within a clinical model. Through a step-by-step process, the researchers explain how to create digital stories that align with standards and students' needs. The…

The COVID-19 outbreak caused abrupt disruptions to many domains of everyday life, including education. Educational disruptions may be compounded for students who require supports and services to participate. We surveyed parents of students with disabilities and chronic health conditions to understand the extent of service delivery disruption,…

The Individuals with Disabilities Education Act (IDEA) is the main federal statute governing special education and early intervention services for children with disabilities from birth through age 21.1 IDEA consists of four parts. Part A contains general provisions, including the purposes of the act and definitions. Part B contains provisions…

Federal and state education laws have not changed since the COVID-19 outbreak. Because they were not meant to be implemented during a pandemic, schools and parents are facing barriers in implementing IEPs and 504 plans with remote learning at home. More than ever students will need strong advocates to express concerns and collaborate with school…

The Board of Education's mission is to equitably educate the whole child so that every student graduates with the tools to reach their full potential (Houston Independent School District (HISD), 2019). To succeed in their mission, the board participates in Lone Star Governance, whose intent is to provide a continuous improvement model for…

Current Portuguese Public Law No. 3/2008 requires the use of the International Classification of Functioning, Health and Disability for Children and Youth (ICF-CY) as a reference framework to guide assessment and intervention procedures for students with additional support needs. This study explores whether the ICF-CY use fostered multidimensional…

The Centers for Disease Control and Prevention (CDC) is responding to an outbreak of respiratory disease caused by a new coronavirus named coronavirus disease 2019 (COVID-19). The CDC has issued interim guidance to help administrators of public and private childcare programs and K-12 schools plan for and prevent the spread of COVID-19 among…

The law currently binding in Poland favors students with disabilities and SEN. The parents have a right to choose between many forms of education and facilities which, in their opinion and according to the suggestions of a psychological and educational support centre, will give their child the best opportunities of development. The Ministry of…

"Autism from the Inside Out" is the first book to focus on providing Irish parents, early childhood, primary, post-primary and special school teachers with effective strategies for supporting children with autism spectrum difference at home and in educational settings. Presenting contributions from a range of national and international…

Educating children with disabilities alongside their peers in mainstream preschools has increased intensely over the past few years, affecting all aspects of early childhood education. Many children who previously would have been educated in segregated special centres are now being included in inclusive preschools. This research paper discusses…

The National Institute for Early Education Research (NIEER) conducted a needs assessment to understand and describe early childhood services for preschool-age children with an Individualized Education Program (IEP) in the state of Connecticut. In collaboration with the Connecticut State Department of Education (CSDE), NIEER developed survey…

This study analysed 33 Individualised Education Programmes developed for pre-schoolers with autism, attending inclusive special education services in North Portugal, based on the International Classification of Functioning, Disability and Health for Children and Youth. The study identified dimensions of functioning addressed in the Individualised…