This book, written by educators with a wealth of expertise across all age phases, provides an accessible, informative and thought-provoking exploration of how practitioners might place the human-centred values of social pedagogy at the heart of their own education and care practice to enrich and transform the learning experience. A clear overview…

Purpose: Children with developmental language disorder (DLD) are at increased risk for reading difficulties. While oral language interventions benefit emergent literacy, studies specifically targeting preliteracy abilities in preschoolers with DLD are limited. This study examined the effects of a Multitiered System of Language Support (MTSLS) on…

This qualitative study investigates the pathways that first-generation, low-income, ethnoracially minoritized college students create and navigate to access and sustain their presence in study abroad. Using a counter-storytelling approach and semi-structured interviews, the study reveals the significant role of campus TRIO Student Support Services…

This research explored ways in which educators within an autism-specific multi-school education provider in Australia first learned about, and then reflected upon, the relevance of trauma-informed education to proactively support learning for cohorts of autistic students, many of whom were described as having complex unmet needs resulting from…

UNESCO estimates that an additional 44 million teachers are needed to achieve universal primary and secondary education by 2030. Consistent education and teacher policies are conducive to teacher recruitment and retention and support quality inclusive education as well as teachers themselves. Initial and continuing education is also one of the…

Dubai is culturally diverse with an inclusive education policy. But with its free market model of access to private education, how are parents of children with complex disabilities from diverse ethnic and cultural backgrounds making school placement decisions? Through an Interpretive Phenomenological Approach (IPA) this study follows the school…

Purpose: Collaborative teaming has been found to be one of the most critical components in maximizing student outcomes in individuals who use augmentative and alternative communication (AAC). This study aimed to understand roles, barriers, and facilitators of related service providers when working on and collaborating in literacy instruction with…

Relatively little is known about the experiences of parents of autistic teenagers, with the existing research on this life stage principally about transition. This study sought to address this gap. It focused specifically on parents of autistic teenagers with mental health difficulties and/or behaviours that challenge (MHD/BC). The study design…

Disabled college students face significant barriers to degree completion, including systemic inequities in financial aid policies. This Issue Article investigates financial aid policies that unfairly limit aid to disabled students, at times forcing them to choose between maximizing their financial aid and the recommended accommodations to which…

In school-university partnership work, critical theories such as third space and funds of knowledge have been whitewashed by the predominantly white, female teacher and teacher educator workforces. In this essay, we present an intentionally and explicitly critical framework based on critical race theory, CritPartnership, that can guide…

The rapid advancements in modern technologies have opened new possibilities for enhancing educational experiences for students with Special Educational Needs and Disabilities (SEND). This paper conducts a systematic review of 139 studies on the integration of AI, VR, and LLMs in Special Education. Using a deductive thematic analysis framework, it…

Dyslexia is a lifelong neurodevelopmental disorder characterized by persistent difficulties in word reading, reading fluency, and spelling despite adequate intellectual abilities and educational opportunities. This case study examines the cognitive and academic profile of CP, a high-achieving 21-year-old university student with a well-documented…

Early intervention providers (EI) have a responsibility to enact recommended practices to best support young children with disabilities and their families. However, pre-service and in-service preparation of early intervention providers is complex and often lacking, leading to gaps in practice. In this qualitative study, we aimed to understand what…

Nonstructural student mobility--school changes not tied to grade-level promotion--is common and consequential yet remains underexamined in recent research. This paper analyzes the incidence, disparities, and predictors of nonstructural school mobility using longitudinal data from six demographically diverse California school districts, with…

Parent involvement is foundational to the development of Individualized Education Programs (IEPs) for students with disabilities, including the transition component of the IEP. However, many culturally and linguistically diverse parents, including Hispanic mothers, report barriers to their participation in school-based transition planning,…