Research indicates that students with intellectual disability (ID) frequently engage in off-task and disruptive behaviors, which may lead to the exclusion of these students from general education classrooms and school dropouts. In the current study, researchers implemented self-monitoring to improve the on-task behaviors of four participants with…

Young people with intellectual disability (ID) frequently have challenges with self-regulation that impact their success and participation in daily life. As they often require additional support with self-regulation, it is important to consider regulatory function and skill development within the context of co-regulatory interactions with…

The literature extensively documents the detrimental effects of exclusionary discipline on student outcomes, despite its continued excessive utilization. Exclusionary discipline often results in teachers not having the necessary support and training to deal effectively with problematic behaviors, which are useful for students who need behavioral…

Young people with long-term conditions (LTCs) often experience prolonged school absences. School absenteeism can adversely affect home or hospital-bound (HHB) young people's wellbeing and subsequent re-entry to school. Social connectedness through technology, especially for young people, is a burgeoning area of international research. However,…

This research aimed to determine whether the Making Friends (MF) program is effective on social acceptance levels of typically developing children in preschool toward their peers with special needs. The research had an experimental design with a control group, pretest, posttest, and follow-up test. The study included 130 typically developing…

This study aimed to understand the ways in which college students with intellectual and developmental disabilities (IDD) experience and develop their understanding of emotions and emotional wellness. Semi-structured interviews with college students with IDD were conducted. The research team utilized consensual qualitative research (CQR) to analyze…

Despite extensive transition provisions in the U.S. Individuals with Disabilities Education Act (IDEA), the post-school outcomes for students with disabilities continue to be disappointing. The IDEA designated those transition provisions as priority targets for federal and state compliance monitoring to assure that schools are attaining the goal…

The U.S. Department of Education defines physical restraints as a restriction that immobilizes or reduces the ability to move torso, arms, legs, or head freely. Because of the inherent dangers of physical restraints, their use is strictly regulated in most hospitals, prisons, and public law enforcement settings. Although students have died in…

This qualitative descriptive study explored how middle school general education teachers describe their role, the support they received, and the ways they implemented RTI strategies to support students with disabilities in the inclusive classroom setting in the Northwestern region of Georgia. The Response to Intervention conceptual framework was…

Special educators are increasingly drawing from intersectionality and Black feminist theory to make sense of the disproportionate deleterious outcomes experienced by racialized students labeled with disabilities. While intersectionality gains a stronger hold in special education discourse, agencies like the Florida Department of Education are…

Primary and secondary education under capitalism serves as an ideological apparatus to construct productive workers who will participate in the extractive economy and consent to their own exploitation. However, some school children are marked as deficient--impaired, disabled, and mad--incapable of being good workers who facilitate capitalist…

We analyse the meanings that rural schoolteachers construct about inclusion, following the entry into force of the School Inclusion Law in Chile in 2015. Rural schools are more than half of the schools in Chile. This is a qualitative study involving six rural schools in the north, centre and south of the country, with a basis in action research…

"Work-based learning experiences" is a broad term applying to an array of in-school or after-school learning opportunities, from career awareness, exploration, development, and application. Through WBLEs, students will learn about work, gain employability skills, and connect their school experiences to real work settings. WBLEs can also…

The few existing studies in international literature about students with learning disabilities' postsecondary persistence and academic performances show varied outcomes. Rigorous research has been limited. Moreover, in Italy there is a dearth of public data on students' careers and clearly a deficiency regarding literature on this topic. To tackle…

Disability disclosure is a complex, ongoing process involves navigating medical, legal, educational, economic, and employment systems. Disclosure decision making occurs for all disabled individuals regardless of how apparent their disability is to others. Professionals working in disability resource positions, who identify as disabled, navigate…