This Handbook focuses on the implications and strategies for educating students with disabilities. Covering diverse populations from an academic, behavioral, and international standpoint, it is a comprehensive resource spanning elementary to high school. In the first section, the Handbook delves into students with learning disabilities, autism,…

As interest in derived relational responding has increased, so have the number of investigations evaluating interventions to promote the emergence of derived responding for individuals with autism, as well as other intellectual and developmental disabilities. However, much of the literature has focused on the relation of sameness, and less is…

Background: Amongst the growing number of examples of inclusive dance programming, community-informed recommendations for inclusive dance are scarce. Our purpose was to develop recommendations for inclusive dance with dancers with the lived experience of autism, intellectual, or developmental disability, and the professionals who work with them.…

Manipulative-based instructional sequences have proven to be successful with students with disabilities. However, instruction must not only support the acquisition of conceptual and procedural knowledge but also build on students' strengths. This article describes how teachers can use manipulative-based instructional sequences to support the…

The middle and high school years represent a unique challenge for students who have not yet attained proficiency with word reading. By this time, it is generally expected that students will be able to independently read a variety of texts to gain content knowledge and to read for understanding. Students with or at-risk for learning disabilities…

This study reconsidered educational materials by analyzing educators' opinions regarding handmade manipulative materials (HMMs) for children with profound intellectual and multiple disabilities in Japan. Instead of concurring with the view that educational materials are static and inert products, the author adopted an agential realist perspective…

This article investigates the challenges confronted by students with visual impairment at the University of Cape Coast. The researchers adopted the phenomenological design and utilised semi-structured interview guide and observation guide for the data collection. Through the purposive sampling technique, the views of students with visual…

Extant research demonstrates the deeply embedded intersections of racism and ableism in school systems. In response, researchers have proposed DisCrit Classroom Ecology as a framework for teaching and learning that rejects the deficit positioning of multiply-marginalized students and reimagines schooling to amplify their assets. However, little is…

Background and Aims: Students with intellectual disability benefit from high-quality instruction in reading and mathematics. Methods: This Theoretical Paper outlines the need for effective, evidence-based instructional practices for this population and the potential for observation research to inform such advancements. We report our systematic…

Many students with learning disabilities struggle with sentence writing fluency, the skill of quickly and accurately generating words that follow rules of semantics, spelling, syntax, and usage within sentence structures understandable to readers. Students who struggle with sentence writing fluency may face difficulty fully expressing their ideas…

Researchers determined virtual manipulatives, on their own or as part of an instructional sequence, to be an evidence-based practice for students with intellectual and developmental disabilities (IDD; Long et al., 2022). Yet, the majority of research looking at virtual manipulative-based instructional sequences involves the phases learned in a…

This study investigated Chinese special education teachers' perceptions and practices of individualizing instruction for students with intellectual and developmental disabilities (IDD). Semistructured interviews were conducted with 31 teachers who taught elementary Chinese language arts and math in six public special education schools for students…

The number line is a powerful tool for supporting students' understanding of fraction magnitude. Fractions are a critical component of mathematics instruction in the elementary and intermediate grades. More specifically, understanding fraction magnitude is central to mathematical development. Yet, fractions are challenging for many students,…

Rational number proficiency is predictive of later mathematics achievement, especially for rigorous mathematics courses, such as Algebra I. Students with learning disabilities (LD) in mathematics struggle to make adequate progress on rational number concepts and skills that lay the foundation for successfully completing secondary mathematics…

Despite the importance of reading comprehension, many secondary students with Intellectual Disabilities (ID) struggle with this skill. Students with ID also experience greater challenges in foundational literacy skills (i.e., skills related to phonological awareness) and the cognitive skills temporal processing and nonverbal reasoning (Van…