Developing and supporting understanding of the meaning of multiplication and multiplicative relationships in students with mathematics learning disabilities requires carefully designed instruction that emphasizes strategic representation use. This article discusses three ways in which teachers can incorporate multiple representations within…

Family involvement is an essential component of the special education process for youth with intellectual and developmental disabilities (IDD). In addition to the legal requirement that parents should be equal partners in the decision-making of the student's individualized education program (IEP) program (IDEA, 2004), a bulk of empirical research…

The purpose of this research exploration was to investigate the impact of video prompting procedures on the acquisition of electronic journaling skill, and how to create and present scientific knowledge previously learned by students with intellectual disabilities. Using single-subject, multiple probe, and multiple baseline-design across four…

Difficulties in monitoring reading comprehension result in poor comprehension. One key aspect of monitoring is metacomprehension, which refers to one's awareness of one's own reading comprehension. Previous studies have observed difficulties in metacomprehension among the deaf or hard-of-hearing (DHH) population. This study aims to determine…

The Individuals with Disabilities Education Act (IDEA, 2004) governs the Early Intervention (EI) system for families of children aged zero to three with developmental delays and disabilities. As a result of the COVID-19 pandemic, many states offer telehealth as a way for families to receive their EI services. Given the limited EI providers in…

Purpose: Family Peer Advocates (FPA) are used in healthcare broadly to facilitate engagement and address disparities in care. We previously reported on the benefit of FPAs in the care of autistic children on caregiver stress. Caregivers of autistic children report significant levels of caregiver stress, in particular when associated with…

We investigated the correlations between psychological capital (PsyCap) and academic adjustment in students with learning disabilities (LD), with a focus on the mediating role of subjective well-being (SWB). We compared LD students receiving support from academic centres to those not receiving support and analysed the disparities in PsyCap, SWB,…

This mixed methods study investigates whether technology mediated collaborative practices during a professional development (PD) session led to growth in the collective efficacy of 21 special education teachers at an independent 1-12 school in Southeastern Virginia. This school specializes in individualized instruction for students with learning…

Out-of-school time learning occurs in a variety of settings including formal-learning environments, such as afterschool programs, or informal-learning environments, such as museums or youth clubs. Educators in out-of-school time contexts serve diverse youth populations. Many educators often have limited experience or preparation in how to support…

This systematic review examines the teacher-student relationship (TSR) from an attachment perspective and explores its impact on academic (dis)engagement, (under)achievement and Early School Leaving (ESL) over time. It addresses two objectives: (1) examining the longitudinal influence of TSR on academic outcomes and (2) assessing its effect on…

The United Nations Convention on the Rights of the Child (UNRC) was introduced to guarantee the rights of all children to an education and to ensure that the imprisonment of children is used as a last resort and that children who are detained are treated with humanity. However, children who are imprisoned are disadvantaged in both respects.…

This article discusses the growing misalignment between the roles teachers are expected to play in schools and their core instructional responsibilities. Drawing on evidence from the United States, Germany, and international exemplars such as Finland, Norway, Singapore, and Ontario, we argue that educational systems have increasingly placed…

Job coaches are not typically trained to implement systematic instructional strategies to teach vocational skills to students with intellectual and developmental disabilities (IDD). This study replicated and expanded the evaluation of a job coach behavioral skills training program designed by Brock et al. (2016) to teach participants to implement…

Autistic students are faced with ableism and oppressive practices daily in their school environments. Special educators can mitigate this problem by celebrating the neurodiversity of the students in their classroom. Utilizing a critical disability theory lens, I conducted an instrumental case study through observations and interviews with six…

This paper presents a critical interrogation of the recent drive towards the 'inclusive curriculum' in higher education (HE). Our arguments are grounded in the findings of a systematic scoping review that sought to understand how researchers have, to date, understood, conceptualised and theorised the inclusive curriculum in HE. The findings…