Background: An increasing number of Spanish universities have been promoting post-compulsory education for the social and occupational inclusion of young people with intellectual, developmental and/or autism spectrum disabilities. In this study, we critically analysed "Investiguem", an inclusive research training programme developed at a…

Background: The global COVID-19 pandemic brought various challenges for learners around the world. This paper reports on the perceptions of learners with Severe Intellectual Disabilities coming from low socioeconomic backgrounds in the South African context on the educational challenges that they experienced during the COVID-19 pandemic. Methods:…

This article examines how carceral logics manifest for undergraduate racialized and disabled students who identify as or have a lived experience of disability. Using Disability Critical Race Theory, a crip-of-color critique, and carceral ableism and sanism as lenses, we challenge color-evasive ideology and explore how services that purport to…

Purpose: Parents of children with developmental language disorder (DLD) have unique support needs. While support groups have a strong evidence base, they have not been adapted for use with this population. Our goal was to explore support needs among parents of children with DLD and their perspectives on participating in a support group. Method: We…

While the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) is considered a "reference standard" measure to observe symptoms of autism spectrum disorder (ASD), little is known about the utility of its Other Abnormal Behaviors or "E codes." This study investigated the unique influence of each E code (overactivity,…

In this chapter we explore the racialized dynamics embedded in disability accommodation practices within higher education. We draw on DisCrit, whiteness as property, and research on how racial identity influences experiences of apparentness of disability in educational settings. Institutional processes for approving accommodations often reflect…

College degree completion serves as one of the critical milestones for a successful transition to adulthood. This study analyzed a weighted sample from the restricted data of the National [U.S.] Longitudinal Study of Adolescent Health to unravel the intricate relationships among family socioeconomic status (SES), disability type, and college…

In the SEND Code of Practice (DfE/DoH, 2015), the area of Social, Emotional and Mental Health (SEMH) needs refer to a wide range of emotional, behavioural, and social challenges that can impact learning, engagement and participation, mental health, and wellbeing for children and young people. This rapid evidence assessment (REA) reviews how…

Learning disabilities are challenging to characterize because they evolve throughout development, frequently co-occur, and have varying domain specificity. Addressing these challenges, we analyzed longitudinal patterns of growth, co-occurrence, and specificity manifesting in the math and reading skills of children with and without learning…

In the interest of providing inclusive education for students with disabilities within higher education and vocational formation, it is imperative that we examine how disability is understood by the actors involved. This research examines the definition of disability as it moves from an inclusive policy in México into practice at the macro, meso,…

Given the critical shortage of community providers and a growing aging population of individuals with intellectual and developmental disabilities, siblings are expected to provide caregiving for their brothers and sisters with intellectual and developmental disabilities. However, family support and disability policies often do not acknowledge…

Exposure to stigma and stereotype threat is detrimental for numerous marginalized groups. Research has demonstrated that individuals with specific learning disabilities (SLDs) are vulnerable to stigmatization. The purpose of this systematic review was to summarize the studies investigating associations between SLD-related stigma and stereotype…

This work examined speech and language skills of a cohort of children with unilateral and bilateral mild/moderate hearing loss at time of discharge from preschool therapy services as they were transitioning to the school system. The study consisted of a retrospective chart review of children born between 2003 and 2011 and identified with a…

Despite their significant influence on the experiences of disabled college students, disability resource professionals are provided limited guidance on how to carry out the functions of their role. As a result, during the accommodations process, disability resource professionals generally rely on their instincts and "gut" reactions when…

Research supports the benefits of inclusive education for all students, including those with intellectual and developmental disabilities (IDD). Additionally, educators are supportive of the idea of including students with IDD in general education classrooms. However, they report many barriers to doing so, including a lack of a systematic process…