In the UK, one consequence of neoliberalism has been the development of test cultures in schools and standardised assessment strategies used to judge all pupils against within and across curriculum subjects. Few studies to date have explored the influence of this on assessing the learning of pupils with special educational needs and disabilities…

Autism-specific college support programs (ASPs) are emerging to create more equitable transitions into higher education for autistic students. Such programming is necessary to guide autistic students' journeys as they navigate academia with greater agency. This case study, drawing on the social justice model of disability, explores how an ASP…

The purpose of this qualitative, phenomenological study was to discover the possible barriers to the implementation of counseling as a related service through the experiences and perceptions of special education directors, guidance counselors, and school psychologists. Maslow's Hierarchy of Needs is the guiding theory, as it has a direct…

The COVID-19 Pandemic that hit the world in the 2019-2020 school year impacted school systems just as it did everything else. School districts had to shift the way instruction was delivered as most districts closed their doors due to the orders of the governor in the spring of 2020. Fear of the Coronavirus and the unknown of its potential to…

During COVID-19 lockdown precautions in Scotland, severe disruption occurred to collaborative working amongst speech and language therapists (SLT?s) and education authorities' staff meeting the needs of school pupils with language disorders. This was documented in surveys undertaken by the SLT UK professional body, and by Scottish child health…

Paraprofessionals are a crucial component of special education services and can be vital to promoting inclusive learning opportunities. Although intentions behind utilizing paraprofessional support may be good, students with disabilities may become over-reliant on paraprofessionals, thus limiting student independence in the classroom. This paper…

The COVID-19 pandemic has changed our lives and affected different nations in different ways. In Algeria, education has been hit hard by the lockdown as schools embarked on a total closure to stop the spread of the virus. For students and their parents, such a closure meant limited access to the support embodied in the school. This qualitative…

This exploratory, descriptive study sought to determine the perceptions of special education (SPED) directors and their respective SPED teachers regarding self-efficacy in meeting the diverse needs of students who have English learning challenges and have been identified as having special learning needs. Also, general information regarding the…

In today's classroom, teachers have a lot of responsibilities to ensure that all students, including those with disabilities or exceptionalities, meet academic standards. This study aims to investigate how teachers' attitudes and confidence in teaching students with disabilities affect their effectiveness in inclusive classrooms. To collect…

In-service general education teachers receive limited pre-service training in Augmentative and Alternative Communication (AAC) systems and strategies. Therefore, pre-service training should expose general education teacher candidates to the field of AAC and its benefits. This study investigated the efficacy of an online professional development…

This qualitative study investigates the service experiences of differently-abled students within the Financial Aid Department of a prominent South African University of Technology. Employing a semi-structured interview schedule aligned with the Service Quality model (SERVQUAL), five dimensions--tangibles, assurance, empathy, reliability, and…

This study describes the case of a student with congenital intestinal perforations and her experience with inclusive education in the Czech Republic. She is also a sister of an identical twin with cerebral palsy. The data were gained from semi-structured interviews and bio-graphical narratives of the student during her studies at the grammar…

The experiences of students with disabilities are the focus of the study, guided by the research question: What can we learn about inclusive formative assessment in work-integrated learning (WIL) from the experiences of students with disabilities? The capability approach was drawn on to theorize how inclusive formative assessment in WIL could…

This qualitative study critically examines the knowledge and readiness of teachers in South African classrooms in utilising Augmentative and Alternative Communication (AAC) for learners facing communication challenges. The study addresses the concerns expressed by teachers regarding their lack of knowledge and skills in utilizing AAC, highlighting…

This phenomenological study explores the lived experiences of first-generation immigrant caregivers of children with autism who have received or are receiving Early Childhood Special Education (ECSE) services from their public school districts. The rationale for this study is that there is currently minimal research about the lived experiences of…