This study used a scoping review to examine the systematic instruction studies for individuals with disabilities published in the last four decades (1983-2022) in Türkiye. We included 332 single-case and 61 group experimental studies. We collected inter-rater reliability data for 30% of the studies and determined that the mean of inter-rater…

There have been ongoing issues surrounding students with learning disabilities across different countries and cultures, including South Korea. This study aims to propose future education policies and practices for students with learning disabilities using Delphi surveys and topic modeling. To evaluate experts' responses and validate the…

In the evolving landscape of financial literacy in education, this study aims to describe methodologies used in mathematics and special education research, specifically targeting individuals with intellectual and developmental disabilities (IDD). Based on a systematic review of research studies that addressed financial literacy for students with…

While there has been movement from disability, or special education needs (SEN), eligibility identification as a prerequisite for special education services, formal school-based identification remains critical in understanding the educational experience of students with disabilities. This study examined data from Ontario, Canada between 2006 and…

This scholarly review presents a case for transforming special education rather than reauthorizing special education law in its present form and, in doing so, reconceptualizing the inclusion movement to recognize marginalizing influences. A comprehensive review of research, policy reviews, and observations of praxis is undertaken to examine…

This paper examines the operation of the English Special Educational Needs and Disability tribunal system in relation to children who present with a dyslexia diagnosis. It identifies a number of significant weaknesses; in particular, the absence of clear diagnostic criteria capable of differentiating such children from large numbers of other…

Answering questions and solving problems are critical skills that affect the quality of life for all people. The content areas of science and engineering traditionally and most directly address the processes of inquiry and problem-solving. While there is an increasing body of research surrounding teaching academic content (i.e., mathematics and…

Co-teaching is described as the pairing of a general education teacher and a special education teacher in the general education classroom for the shared instruction of students with and without disabilities. Many teachers struggle to form unified partnerships, especially in mathematics classrooms. The MathMATES project was developed to address a…

Project-based learning is popular among educators and has been touted as an educationally viable option for all learners, yet limited empirical research exists to demonstrate its effectiveness with students with disabilities. In this paper, the authors investigate the alignment of project-based learning elements with high leverage practices in…

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…

This study evaluated the effects of behavior skills training (BST) as a means to acquire and generalize self-instruction behaviors using video activity schedules (VidAS) loaded on an iPod Touch for four U.S. high school students with intellectual disabilities. Behavior skills training procedures were implemented in two different vocational…

Co-teaching is a common service delivery model where a general and special education teacher are paired in the same classroom, though little is known about the experiences of secondary special education co-teachers in the adoption and use of information and communication technology (ICT) tools in inclusive, co-taught classrooms. The purpose of…

We examined the relationship between the school principal's leadership style, as perceived by the school teachers, and improvement in the performance of students with special education needs enrolled in specialized schools for students with conduct disorders. Our motivation originates in the increasing trend in their share within the general…

Participating in advanced placement (AP) can improve high school students' cognitive and noncognitive outcomes. Despite nationwide efforts, including Arkansas's mandate for statewide AP access since 2003 and exam cost coverage since 2005, disparities in enrollment persist. Using multilevel modeling, we investigate the relation between…

The pathway for post-diagnostic services for autism tends to be complex, heterogeneous, and fraught with delays. This situation has repercussions for families' experience with care systems, the quality of early interventions, and family adjustment. To date, studies of parents' point of view on autism services have predominantly focused on the…