This study examines inclusive education practices for children with disabilities in the United Arab Emirates (UAE) by examining teachers' attitudes towards inclusion. The study sample consisted of 310 mainstream and special education teachers from all over the UAE. Statistical analyses were used to examine the relationships between predictors. The…

In 2018, 13.3% of culturally and linguistically diverse (CLD) families with international marriages had at least one child with a disability enrolled in South Korean public schools. Increasing school diversity requires special education teachers to bring new professional knowledge(s) and identities to meet the unique needs of CLD students with…

The present study aims to validate the Flourishing Scale (FS) in a convenience sample of 233 special education teachers. The FS's psychometric properties were investigated using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). EFA had a one-factor solution that explained 49.9% of the variance, a Cronbach's alpha internal…

Despite the acknowledged importance of integrating creativity into school curricula, students with learning disabilities often lack the skill of creativity, due to its absence in classroom instruction. To address these gaps, the authors developed a needs analysis questionnaire assessing the necessity of a creativity module for primary school…

This study aims to explore the perspectives of resource room teachers (RRTs) on their role transformation from regular education teachers to special educators and its influencing factors. Semistructured interviews were conducted with 10 RRTs from inclusive education schools in Beijing, China. This study found that the RRTs have experienced three…

Purpose: The present study was intended to investigate the relationship between teachers' self-efficacy, sentiments and concerns toward disability and burnout in pre-service special education teachers. Design/methodology/approach: Three hundred seventy-two special education teachers participated in the study. Participants were administered the…

Mobile health (mHealth) screening tools for autism are gaining in prevalence, and have benefits such as video content and direct resources linkage. However, it is unclear whether such tools will ameliorate autism inequities or will help only those already advantaged in autism care. To investigate this issue, we conducted semi-structured…

In this manuscript a review of the prevalence of trauma among students in the United States and its impact on child development and the educational environment is conducted. Case vignettes are used to highlight the impact of trauma present in schools and a framework for implementing trauma-informed care (TIC) in special education is explored. The…

The importance of strong family partnerships has long been considered essential to supporting the success of student with exceptionalities. Research indicates that building school-wide relationships with culturally and linguistically diverse families continues to prove challenges for administrators and other school personnel (Fowler, Coleman,…

Work-based learning experiences (WBLEs) provide students with opportunities to learn about careers and gain work skills required for post-school employment. WBLEs may be especially important for students with extensive support needs (ESN) who often struggle to access competitive, integrated employment after graduation. The purpose of this study…

Teachers of color are critical for improving students' educational experiences and outcomes, especially for students of color. Yet, more than 80% of special education teachers (SETs) in U.S. public schools are white. Thus, we examined how the ethnoracial diversity of the SET workforce changed over time, from 2012-2021, in relation to the…

Training teachers to select and implement appropriate function-based interventions may reduce their reliance on behavior specialists and other support staff to help manage their students' problem behavior in the classroom. Most prior studies on this type of training evaluated outcomes by measuring teachers' verbal report rather than their…

This study aimed to identify the correlational relationship between academic self-efficacy and academic achievement. To this end, a questionnaire of self-efficacy was adopted, whose validity and reliability were high. Next, the sample group, which included 43 students of the Department of Special Education, was asked to respond to the…

Young children with intensive behavioral needs are often served by paraprofessionals, who are typically among the least trained and least supported staff in the school. While professional development opportunities to address challenging behavior are generally limited for special education teachers, such professional growth opportunities are often…

Teacher beliefs about race and dis/ability1 are important in understanding how teachers educate and support students of color with dis/abilities. This is particularly critical because of the overrepresentation of students of color in special education, irrelevant curriculum, and poor post-school outcomes which continue to impact students of color…