The COVID-19 lockdown and the implementation of remote learning brought challenges to children with ADHD and their parents. This research aimed to examine the spatial and technical preconditions and quality of support for children with ADHD during remote learning and to determine their mothers' burdens with the children's school tasks during the…

This dissertation consists of three empirical studies that explore the educational experiences and trajectories of English learners (ELs) and students with disabilities. The first study uses longitudinal data from four large California school districts to examine the characteristics of long-term ELs (LTELs) and former ELs--those reclassified as…

In the Netherlands, the trend towards inclusion has led to the development of a 'To School Together' programme in which students with profound intellectual and multiple disabilities (PIMD) receive tailored care and education during the school day in a special classroom ('To School Together' class) within a mainstream school. Besides shared…

Background: This study investigated transition, or school leaving, as experienced by young adults living in Aotearoa New Zealand who had significant intellectual and developmental disabilities. Method: To investigate these typically unheard perspectives, qualitative methods were adapted to individual communication preferences. Personal and…

Play-based learning is an integral component of the early childhood classroom; however, little research has been conducted around how children with and without disabilities engage in play within an inclusive preschool setting during center time. The present investigation utilizes the Play Observation Scale and Test of Playfulness to descriptively…

Background: Early intervention (EI) can improve a range of outcomes for families of children with developmental disabilities. However, research indicates the level of access does not always match the level of need. To address disparities, it is essential to identify factors influencing access. Method: We propose a framework where access to EI is…

Multifactorial models of dyslexia have expanded how we consider heterogeneity within the population of children with dyslexia. These models are predicated on the idea that cognitive/linguistic risk factors are not deterministic but instead probabilistic, with the likelihood of difficulties involving an interaction between risk and protective…

This study aimed to investigate whether the Finger-Nose-Finger (FNF) task could be a potential test to identify school-aged children with probable Developmental Coordination Disorder (pDCD) from a large population. This study recruited 1365 nine to twelve years old children, 362 of whom were identified as pDCD using the Movement Assessment Battery…

As the prevalence of developmental disorders (DDs) has increased, many OECD countries provide a national screening examination for early detection and intervention for DDs. This study examined effects of the National Health Screening Program in Korea. 65,334 children (39%) were DD-screened and 35,466 children (21%) received a false negative among…

Background: Knowledge about the quality of assessment methods used in the support of people with profound intellectual and multiple disabilities (PIMD) is scarce. This study aimed to provide an overview of the assessment methods used in practice and to examine whether these instruments were studied for their psychometric properties for people with…

Assessment is at the core of high-quality education. When educators purposefully engage in assessment, the learning experiences and outcomes of all students, especially of students diagnosed with specific learning disabilities (SLDs), are improved. In this chapter, we discuss assessment as unfolding within a framework that includes purposes,…

One of the main objectives for people with intellectual disability (with or without other disabilities) is the ability to perform multistep activities (e.g. preparing a sandwich) without external help from a caregiver. This paper provides a review of studies that evaluated technology systems to teach or support people with intellectual and other…

A problem existed among middle school principals in that they appeared to inconsistently apply instructional leadership practices while supporting their teachers teaching students with learning disabilities. How the principals perceived these inconsistencies and the possible effects on practice was not fully understood. The purpose of this study…

The knowledge and attitudes of faculty and instructors greatly influence the experiences of all college students, including college students with ID. As the number of institutions of higher education enrolling students with ID grows, faculty and staff must be prepared to support the learning needs of all of these college students. We conducted…

We examined undergraduate students' perceptions of peers with intellectual and developmental disabilities (I/DD) before and after participating in an inclusive book club on the college campus. Over a six-week period, undergraduate students and students with I/DD enrolled in the post-secondary education program at the university engaged in an…