Identifying and Serving Diverse Gifted Students: What Are The Roles Involved?
Inclusion Parents play a vital role in identifying and cultivating talent for diverse gifted children, but their experiences and the […]
Inclusion
The Effect of Teacher Autonomy and Student-Teacher Relationships on Depression
The number of students with registered disabilities enrolling in colleges and universities across the United States is continuing to increase, speaking to the myriad of improvements and advancements in technology, legislation, and treatment over the past few decades.
Social-Emotional Learning and Self-Advocacy for Students with Disabilities
This study seeks to understand how teachers’ knowledge of socio-emotional learning translates to students with disabilities’ empowerment and participation in
Observation Studies in Special Education
The purpose of the study is to understand the extent to which research based on observation provides compelling evidence to support common practices related to current observational research.
The Effectiveness of Campus Counseling for Students with Disabilities
The number of students with registered disabilities enrolling in colleges and universities across the United States is continuing to increase, speaking to the myriad of improvements and advancements in technology, legislation, and treatment over the past few decades.
Practice and Innovations of Inclusive Education at School
The study by Kozibroda et al. (2020) was conducted as a meta-analysis of research into the practice and innovations of inclusive education following a noteworthy increase of inclusive classes and a rise in the number of teaching assistants within the Ukrainian education system from 2016-2019.
Social Inclusion of Children with Persistent Challenging Behaviors
This study was conducted in order to identify practical ways for teachers to create a socially inclusive environment for children who demonstrate persistent challenging behaviors (PCBs) and/or who have social-emotional delays.
Understanding Inclusive Education Among a Triad of Stakeholders
Within American school districts, there is a call to reimagine what inclusive education looks like to respond to the overall need for equity. As a means to initiate this transformation, the study seeks to assess the current understandings of inclusive education amongst a triad of stakeholders (school administrators, special educators and general educators) in order to outline next steps for creating inclusive schools.
Addressing the Spread of Misinformation about Autism & Evidence-Based Practices
The spread of misinformation about Autism Spectrum Disorder (ASD) has rapidly increased amongst the general public in recent years. By preparing professionals to be critical of information about ASD and effective practices, we can address and mitigate the spread of misinformation.
How important is it for people with learning disabilities to be part of an inclusive alumni network in order to effectively transition into the future?
As special educators, we likely spend a lot of energy seeking the best inclusive practices within the school setting, but what happens after our students transition to other educational or work settings?
