Most behavioral interventions on reading disability (RD) have been developed in alphabetic languages and are phonologically-based. Chinese is a morpho-syllabic language in which each character represents a morpheme and a syllable. Therefore, phonologically-based interventions may not be most helpful in Chinese. In this study, we compared a…

Background: Individuals with intellectual disabilities are as vulnerable to depression as their typically developing peers. This study aimed to verify the reliability and validity of the Center for Epidemiologic Studies Depression Scale (CES-D) in individuals with intellectual disabilities and determine whether the scale is appropriate for…

The present study evaluated the effectiveness of a non-randomized summer reading program offered by a school district meeting or exceeding all National Summer Learning Project recommendations. The district had 10 years of experience delivering the program to Grades 1-5 students with or at risk of reading disabilities. Voluntary participation had…

Daily living activities (DLAs) are crucial for people with autism spectrum disorder (ASD). Immersive learning technologies (ILTs), such as virtual reality (VR), augmented reality (AR), serious games (SGs), and the metaverse, are emerging and expanding globally as a result of the COVID-19 pandemic. In the virtual world, metaverse technology is…

Considering the rise of online education and an increasing number of students with disabilities in higher education, examining the validity of the Self-efficacy Questionnaire for Online Learning (SeQoL) for students with disabilities is warranted. The purpose of this study is to examine the reliability and validity of (SeQoL; Shen et al., 2013)…

This article analyses the decisions and motivations that led 30 graduates with disabilities from Italy and Spain to pursue university studies, choose their degrees, and select their universities. Using a phenomenological approach, through semi-structured interviews and inductive data analysis, several reasons for graduates' university access were…

Using the World Health Organization Quality of Life- BREF (WHOQOL-BREF, 1997) and Chao's (2016) Self-Determination Scale for College Students (SDSCS), the study examined college students with autism perceptions of their self-determination skills and quality of life. The study sought to identify the levels of self-determination skills and quality…

This paper aims at reviewing autistic children's lived educational experience to inform ongoing legal and conceptual debates about their right to education. The results showed that autistic children display a great diversity of educational needs and preferences, which should be met with personalized solutions respectful of their individual and…

University students with dyslexia have greater anxiety than their peers without dyslexia, especially related to their academic studies. Most universities focus on mitigating the learning needs of these students, for example, providing more time during exams. Relatively little attention is paid to the psychological impact of having dyslexia. In…

Many children with autism spectrum disorders (ASD) have challenges in reading comprehension, especially when implicit information in narrative texts is involved. Three interrelated factors influencing reading comprehension have been proposed to explain these challenges: Theory of Mind -- ToM; executive functions -- EF; and central coherence -- CC.…

This paper follows on from the previous bulletin (Redford 2023), which covered the education remit of the Parliament's Education, Children and Young Peoples Committee between February 2022 and January 2023. The following bulletin covers the work of the Education, Children and Young People Committee from February to August 2023.

Mainstream secondary school can be a challenging environment for autistic students, in part due to social and sensory factors. Research to date has focussed on identifying the negative aspects of school experience; however, few studies have identified factors that promote positive experiences. We take a neuro-affirmative approach when exploring…

Shadow aides (also known as learning assistants or shadow teachers) and the vital role they play in the learning support plan of many inclusive policies and practices is under-researched. This paper explores stakeholders' experiences with and the views they hold of shadow aides in the inclusive classroom in a Caribbean context using a qualitative…

Total Communication is a collaborative intervention approach delivered by teachers and speech and language therapists (SLTs) to support children with complex speech language and communication needs (SLCN). Total Communication combines the intervention approaches of active learning and support for speech using augmentative and alternative…

Employment contributes to well-being, yet many autistic people who want to work face barriers to meaningful employment. Much research focuses solely on employment rates, rather than taking a more holistic view of professional trajectories and occupational experiences. We conducted semi-structured interviews with 18 autistic adults to explore their…