This paper offers a brief yet evocative glimpse into marginalised pre-service teachers' (PST) experiences of teacher testing in Australia's High-stakes Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE). Utilising Critical Disability Theory (CDT)in particular, Goodley's (2016) concept of neoliberal-ableism, we problematise…

Learning Cell Biology is challenging for both sighted and visually impaired students due to its abstract nature and reliance on bidimensional depictions in textbooks, which often fail to capture the biological complexity of cell structures and functions. To implement inclusive learning environments and address the shortage of learning materials…

The United States educational system struggles to provide supportive services as rates of autism spectrum disorder rise. Teachers face challenges in "shared decision-making" with caregivers for developing high-quality intervention plans tailored to the strengths, challenges, and needs of students with autism and their learning…

When working with students with disabilities who are prone to trauma, it is vital for teachers to be able to identify and manage trauma. Given that students with disabilities have varying levels of trauma, this study assessed teachers' self-reported competence toward trauma identification and trauma-informed practice among students with…

Learning to read is of primary focus in the early grades. Reading can be a challenge for many students, especially those with disabilities. With rising class sizes, and more students with disabilities included in the general education setting, the need for more individualized support in literacy instruction is vital. Innovative approaches are…

This blended pilot-empirical and theoretical manuscript documents a reflective journey undertaken by a group of early childhood teacher educators located across different regions of the United States as they examined their course design, materials, and syllabi construction. Grounded in reflective practice, intersectionality, and critical pedagogy,…

Restrictions during the COVID-19 pandemic necessitated changes to health and social care services, including the use of telehealth. Prior to COVID-19, there was interest in telehealth for autistic people; however, little is known about its use during the pandemic. This scoping review focused on telehealth for autistic people during the pandemic.…

While inclusive education is widely promoted around the world, the meaning assigned to it remains ambiguous. Regarding that different interpretations have implications for teachers' attitudes and behaviours, those interpretations could possibly exert influence on the inclusive school implementation by teachers. The present study sought to identify…

Preparing pre-service teachers for effective communication with parents, particularly with parents of children with disability, is challenging in initial teacher education as they typically have limited or no interactions with parents. Therefore, different approaches such as utilising parent-guest speakers in coursework should be explored. The aim…

We examined the process of implementing support for students with disabilities at 16 of 285 Japanese academic libraries, using the Modified Grounded Theory Approach (M-GTA) for interview analysis. We found that support was introduced simultaneously through daily library operations, and was tailored to the needs of individual students. Training and…

Purpose: Caregivers of children with developmental language disorder (DLD) face numerous challenges, including limited evidence-backed options for learning about oral language and DLD. This explanatory sequential, mixed-methods study quantified and described caregiver perceptions of learning about DLD through an online asynchronous training.…

The present document reports a qualitative study that examined the perceptions of parents and guardians of students with emotional and/or behavioral disabilities (EBD) regarding (a) obtaining special education services for their child, (b) the IEP process and implementation, and (c) home-school collaboration and partnerships. Ten participants from…

Objective: Reports estimate at least one child in every general education classroom in the U.S. has ADHD. Thus, teachers should enter the classroom with an accurate working knowledge of ADHD and the skills to respond effectively to support the development of these students. The present study tested the following research questions (RQs): (RQ1) How…

In 2014, OSEP instituted the Statewide Systemic Improvement Plan (SSIP) reporting requirement. The SSIP was designed as a comprehensive multi-year plan for improving results for infants and toddlers with disabilities and their families through system strengthening efforts. States/entities work to improve their infrastructure, implement…

This qualitative study explores the dynamics of parent-teacher collaboration in supporting learners with autism in inclusive classrooms in Masvingo District. The study used a sample of 6 teachers and 6 parents. Through semi-structured interviews and focus groups, the research reveals that family-centered collaboration is a prevalent strategy, with…