When individuals with autism and intellectual and developmental disabilities exhibit severe problem behavior, assessment and treatment are often warranted. Parents of such individuals are at high risk for developing parenting stress. In this study, 194 parents completed the Parenting Stress Index-Short Form at their child's time of admission to…

All students deserve access to effective, equitable physics education. Postsecondary faculty have been shown to be unprepared to support students with disabilities in their classes, and popular, research-based introductory physics curricula do not adequately plan for variations in learners' needs, abilities, and interests. It is urgent to address…

Due to the legal implementation of inclusion in the German school system, teachers face the challenge of implementing the joint learning of pupils with and without special educational needs in the classroom. But how do they do this? How do teachers differentiate between pupils in classroom practices and what differences do they produce throughout…

School-wide positive behavior interventions and supports (SWPBIS) have been widely implemented in more than 25,000 schools. Although extant literature provides experimental evidence supporting the positive impacts of SWPBIS on decreased office discipline referrals and suspensions, those effects for diverse students have not been fully…

We explored whether reports of three dyadic relationships (marital/partner, parent-child, sibling) were related to perceptions of family functioning in 467 mothers of children with intellectual disability aged 4-15 years. Structural equation models were fitted to examine associations between relationship indicators and family functioning. The…

Parents of young children with disabilities may experience high levels of stress and psychological distress that may put them at higher risk for experiencing suicidality. Thus, early childhood home visitors (e.g., professionals who work for home-based early intervention programs) may serve as important gatekeepers for identifying and referring…

Special education service delivery may vary, in part, by geographic location of the school districts. This variation may be especially important to understand for students who require comprehensive evaluations and specialized services, such as students with autism spectrum disorder (ASD). Much of the existing literature focuses on geographic…

Poor mathematics self-efficacy (MSE) has been recorded among learners at all levels in Nigeria. The study reported on here sought to establish the efficacy of differentiated instruction (DI) in raising learners' MSE in inclusive settings. We also explored the differential effects of DI on the MSE of learners with dyscalculia, as well as on high-…

Caregivers of preschool and elementary school age children with Smith-Magenis syndrome (SMS), MBD5-associated neurodevelopmental disorder (MAND), and Pitt-Hopkins syndrome (PTHS) were surveyed to assess sleep disturbance and to identify disorder-specific sleep problems. Because of overlapping features of these rare genetic neurodevelopmental…

Objective: It is unclear whether slowness and higher reaction time of individuals with Down syndrome (DS) are because of inability to pre-program and using the generalized motor program (GMP) or not. So, the purpose of this study was to examine the consistency of relative timing as a fixed feature of a GMP in overhand throwing with changing the…

Prior research indicates links between parents' experiences of interpersonal trauma and emotion-interpretation difficulties, and between such difficulties and child attachment insecurity and disorganization. Although mothers with mild levels of intellectual disability (ID) are at heightened risk for trauma and emotion-interpretation difficulties,…

Family-professional partnership is an essential component of the special education process for children with intellectual and/or developmental disabilities (IDD), including autism spectrum disorder (ASD). Latinx families face systemic barriers when participating in educational decision-making for their children with IDD. Few studies have examined…

This paper reflects on the findings of two studies one completed in 2010 and another in 2019, which employed Q-methodology and post Q-sort semi-structured interviews to an investigation of teachers', in the West Midlands, perspectives of the inclusion agenda. The findings of the 2019 study, demonstrate commonality of findings with that carried out…

Many secondary educators, rehabilitation counselors, and transition teams lack adequate preparation to collaborate while delivering preemployment transition services (pre-ETS) to culturally and linguistically diverse (CLD) students (Benitez et al., 2009; Neubert et al., 2018). Hence, there is a need to ensure service providers (e.g., secondary…

Information about the use of physical restraint, seclusion, and time-out rooms in Canadian schools has primarily been anecdotal (media reports and anonymous survey data) due to uneven and non-existent mandates for reporting, transparency and public accountability. The absence of clearly articulated mandates to provide written documentation and…