The post high school transition for males with a specific learning disability (SLD) can be challenging. Unemployment among persons with disabilities was markedly higher than those without. There was also mounting evidence that showed that persons with disabilities had difficulties adjusting to post-secondary environments. For male students with…

For students with severe or complex challenging behavior, incorporating hypothesis testing as a component of functional behavior assessment (FBA) is often warranted. Several hypothesis testing strategies (i.e., functional analysis, antecedent analysis, concurrent operant analysis) can confirm whether and how features of a student's environment…

Directors of disability services at universities play a key role in assuring the success of students with disabilities. Yet, there are few published empirical studies detailing the leadership style and approach of these directors. My research addresses the importance of understanding the work of the directors of disability services at universities…

This qualitative study investigated facilitators and barriers to participation in online instruction for students in grades 9-12 with a high incidence disability from the perspective of the student and adult in the home (AIH). Three AIH-student dyads participated in questionnaires and an online interview. The interviews were recorded, transcribed…

Background: The experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) parents of children with developmental disabilities (DDs) in health and early learning systems are largely understudied. Inclusive, affirming services are critical to timely identification and intervention for DDs. This literature review aimed to establish…

Sight-word interventions are often implemented when students show delays in word recognition. However, few studies have investigated the effects of teaching sight words using phrases. The current study investigated the effects of a tablet-based flashcard intervention on the acquisition of sight phrases. A multiple-baseline design across word sets…

To best support students with low vision in the general education classroom, special education teachers can facilitate use of several adaptations including: (a) attention to curriculum access (e.g. text magnifiers), (b) mechanisms for promoting social connectedness, (c) managing physical space, and (d) effective instructional techniques. This…

Difficulties of inattention, hyperactivity and impulsivity frequently cooccur with learning disabilities (LD) in childhood (Riccio et al., 1994; Silver, 2004), and are associated with increased risk for maladaptive academic and social-emotional outcomes (Morrison & Cosden, 1997; Bender, 2008). The present study endeavored to further our…

The purpose of this paper is to discuss the limitations of law interpretations and policy regulations as they pertain to inclusion and exclusion of people with physical disabilities in physical education. We believe interpretation of the law has professional implications that must be addressed. Specifically, the ideal and the reality of the laws…

In this concluding article of an "American Annals of the Deaf" Special Issue, we draw on Vygotsky's "Fundamentals of Defectology" to argue that the essence of deaf pedagogy is not centered on constructing deaf students' hearing abilities but on a biosocial orientation that considers the whole multimodal child with unfettered…

Within the framework of the theory of visual attention (TVA), the visual attention span (VAS) deficit among individuals with developmental dyslexia has been ascribed to the problems entailed by bottom-up (BotU) and top-down (TopD) attentional processes. The former involves two VAS subcomponents: the visual short-term memory storage and perceptual…

Introduction: This study examined the interstate variability in eligibility criteria for the disability category of deafblindness. Methods: We systematically reviewed and coded information related to the location of state data, the use of federal language in state definitions, additional eligibility criteria (i.e., disability eligibility…

Introduction: Individual social status among peers (i.e., acceptance and rejection) has important implications for students' social and academic development. The present study investigates the role of individual problem behavior and classroom norms in the development of acceptance and rejection among students with intellectual disabilities (ID) in…

Inclusive kindergarten provision remains relatively rare in Indonesia. This article indicates factors that contribute to this situation (stigmatisation, lack of resources and training) and reports on an approach to begin to address it. Sign Supported Big Books were evaluated in mainstream kindergartens (i.e. classes without children with special…

Positive behaviour support and schoolwide positive behavioural interventions and supports (PBIS) emerged in response to the misuse of behavioural theory and ableism in educational systems. Yet even with these advances, inequitable outcomes based on ability and race persist. The purpose of this article is to describe an equity-centred schoolwide…