The current study was conducted in Taiwan to examine the effectiveness of using a self-monitoring strategy to increase the percentage of completion of classroom tasks for three high school seniors with moderate intellectual disability. We used a multiple-probe-across-subjects single-case design to evaluate the use of a self-monitoring tool to…

Starting school has been shown to correlate with later school outcomes. Teachers working in early years' settings either in the United Arab Emirates (UAE) or the United Kingdom completed a questionnaire asking them to rate the importance of 20 statements in answer to the question 'How important are the following for deciding whether a child with…

Strong collaborative partnerships between families, schools, and communities are essential to promote successful postgraduation outcomes for students with intellectual disabilities (ID) and are a key feature of a new Transition Planning, Implementation, and Evaluation (TPIE) framework. The purpose of this article is to provide an overview of the…

Restraints and other aversives continue to be an active area of legal activity, particularly for students with disabilities. The March/April 2016 issue of Communiqué provided an update of the case law specific to school district use of restraints (Zirkel, 2016). Since then, various sources have provided successive snapshots of state restraint and…

Although promoting inclusive education for students with disabilities has received significant attention internationally, reviews of the international intervention literature have not been conducted. This paper describes the results of a literature review of the past 15 years of peer-reviewed, empirical articles published in English- and…

This article presents a review of the literature, pertaining to technology accessibility in K-12 schools in the United States, in order to bring technology accessibility into conversations about equity in instructional technology with the goal of ensuring that disabled learners have equal access to the technology-enhanced learning opportunities…

In response to the increasing number of young adults with intellectual and development disability (IDD) in inclusive postsecondary settings, a wearable technology application was designed to support students' learning, participation, and independence. This article describes the design research process leading to the development of the technology…

Emotional Disturbance (ED) is one category under which a student can be evaluated and determined eligible to receive special education and related services. Students who experience ED are at greater risk for a host of negative long-term outcomes that include poor social, behavioral, and academic achievement in school, which in turn may impact…

The purpose of this study was to investigate the effects of brain-based learning approach on study habits and test anxiety among first year preparatory school students with learning disabilities. 60 students participated in the present study. Each student participant is of low achievement scores on one or more standardized tests or subtests within…

English language learners of Hispanic decent have endured challenges that have been a direct result of their language barriers and learning disabilities. In this study, the majority of the impacted individuals were immigrants who migrated to the United States after having had some early education exposure in Mexico. The purpose of this qualitative…

Part C (Infants and Toddlers with Disabilities) of the Individuals with Disabilities Education Act (IDEA, P.L. 108-446) authorizes a formula grant program for infants and toddlers with disabilities (ages birth through two) and their families. A general purpose of these grants is to aid states in developing and implementing "a statewide,…

The field of distance learning has changed dramatically from the early correspondence courses to the more modern online learning environment. It is necessary to investigate the critical population of students with specific learning disabilities (SLD) who are participating in blended learning course due to the rapid increase in use of online…

Video-based modeling is an evidence-based practice for teaching social and communication skills, functional and daily living skills, and some academic skills to students with autism spectrum disorder. The efficacy of video-based modeling, however, has not yet been established for STEM skills related to science, technology, or engineering. Drawing…

Students with disabilities (SWDs) often lack the requisite skills for responding to the academic climate challenges they face in postsecondary education. The purpose of this study was to examine these challenges with a specific focus on the extent to which 14 demographic variables influence their perceptions. An expanded version of the…

Stigmatization of students with disabilities is related to a variety of adverse long-term effects and many teachers experience challenges implementing empirically-based practices to address this stigma. The purpose of this study was to explore the factors that predict teachers' efforts to address stigma in the classroom and barriers to…