Relevant bibliographies by topics / Students with disabilities

Academic literature on the topic 'Students with disabilities'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Students with disabilities"

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Eid, Yossef Mohamed Yossef. "Emotional Intelligence of Students with Learning Disabilities and Students with Intellectual Disabilities." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 152–60. http://dx.doi.org/10.9756/int-jecse/v14i1.221020.

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Many recent studies across the world present a dire lack of research on Emotional Intelligence (EI) in the field of individuals with disabilities. This study could be an academic call to conduct more research on the (EI) of students with disabilities. The purpose of the study is to examine the differences in (EI) between students with learning disabilities (LDs) and students with intellectual disabilities (IDs) in the kingdom of Saudi Arabia. One hundred students participated in the study: fifty students with learning disabilities aged six to twelve years and fifty students with intellectual disabilities aged eight to fifteen years. The Emotional Intelligence Picture Scale for Disabled Children (prepared by the researcher) was the standardized scale used to collect data. The results showed that there were differences between students with LDs and students with IDs in the total score and components of Emotional Intelligence. There is a relationship between age and Emotional Intelligence for both students with LDs and students with IDs. The study concluded that there is a need to introduce EI counseling programs to improve the components of EI. It can help students with IDs gain better control over their emotions and teach necessary skills for daily living. The study recommended that it is important to deal with EI over the lifespan of the disabled students to try to introduce counseling programs for the students who have problems in EI. It is useful for inclusion schools in the kingdom of Saudi Arabia, to implement the EI pictogram scale to identify the level of EI of students with disabilities.
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Ardiani, Rahma, and Pramesti Pradna Paramita. "Optimizing Stimulation of Students with Disabilities." Psikostudia : Jurnal Psikologi 13, no. 2 (May 28, 2024): 265. http://dx.doi.org/10.30872/psikostudia.v13i2.15030.

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Problems often experienced by people with disabilities are the inability to respond quickly, difficulty controlling emotions, concentrating attention problems, difficulty applying language fluently for daily communication. The goal of this research is to describe stimulation for people with disabilities to fulfil their daily needs. The method used narrative review by taking from google scholars and JSTOR, so that found 13 journals are obtained from 2014-2024.Based on the reviews are people with disabilities have different limitations according to the types. The stimulation can provide independence, overcome the stigma, make things easier in academic and work contexts. Stimulations that ca be applied is communication and language practice, so they can interact with non-disabled people, then the stigma can be minimized. Activities of daily living should be available for all types, so they can regulate themselves independently. Motoric stimulation to support children’s mobilization as well as stimulation to increase attention and concentration. It can be concluded that stimulation can help people with disabilities achieve their potential, overcome obstacles, and manage themselves.Masalah yang sering dialami penyandang disabilitas yaitu ketidakmampuan merespon secara cepat, kesulitan mengontrol emosi, masalah pemusatan perhatian, kesulitan menerapkan bahasa yang baik sebagai komunikasi sehari-hari. Tujuan penelitian ini adalah untuk mendeskripsikan stimulasi bagi penyandang disabilitas dalam rangka pemenuhan kebutuhan hidup sehari-hari. Metode penelitia yang digunakan yaitu narrative review dengan mengambil data dari google scholar dan JSTOR, sehingga diperoleh 13 jurnal mulai tahun 2014 hingga 2024. Berdasarkan hasil review penyandang disabilitas memiliki keterbatasan yang berbeda sesuai jenis kebutuhan. stimulasi yang diberikan dengan tujuan mampu meningkatkan kemandirian, mengatasi stigma, memudahkan dalam konteks akademis dan pekerjaan. Stimulasi yang dapat diterapkan penyandang disabilitas, misalnya stimulasi komunikasi dan bahasa. Dimana dalam hidup bersosial tidak lepas dari berinteraksi baik sesama disabilitas maupun non disabilitas, sehingga dapat meminimalisasi stigma yang ada. Stimulasi activities of daily learning (ADL) menjadi stimulasi yang seharusnya ada di seluruh jenis disabilitas, supaya dapat mengatur dirinya secara mandiri. Stimulasi motorik sebagai penunjang mobilisasi anak, serta stimulasi peningkatan atensi sehingga siswa dapat konsentrasi menyelesaikan tugas-tugasnya dengan optimal. Dengan demikian stimulasi dapat membantu penyandang disabilitas mencapai potensi, menangani hambatan, dan mengelola diri secara mandiri.
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Colclasure, Blake C., Andrew C. Thoron, and Sarah E. LaRose. "Teaching Students with Disabilities: Intellectual Disabilities." EDIS 2016, no. 6 (August 8, 2016): 3. http://dx.doi.org/10.32473/edis-wc261-2016.

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This publication is one of the seven new articles that have been published in the Teaching Students with Disabilities series. This series provides useful information to ag-ed based instructors about different disabilities and how to teach those students in the unique environments posed by ag-ed, including classroom, laboratory, and non-formal environments. Written by Blake C. Colclasure, Andrew C. Thoron, and Sarah E. LaRose, and published by the Department of Agricultural Education and Communication, August 2016. AEC599/WC261: Teaching Students with Disabilities: Intellectual Disabilities (ufl.edu)
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Williams Shealey, Monika, and Wanda J. Blanchett. "Students With Disabilities." Urban Education 44, no. 4 (July 2009): 367–69. http://dx.doi.org/10.1177/0042085909337599.

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Ochs, Lisa A., and Richard T. Roessler. "Students with Disabilities." Rehabilitation Counseling Bulletin 44, no. 3 (April 2001): 170–76. http://dx.doi.org/10.1177/003435520104400307.

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Kleinert, Harold L., Elizabeth Cloyd, Molly Rego, and Jina Gibson. "Students with Disabilities." TEACHING Exceptional Children 39, no. 3 (January 2007): 24–29. http://dx.doi.org/10.1177/004005990703900304.

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Darrow, Alice-Ann, and Lorna Segall. "Students With Disabilities." General Music Today 29, no. 1 (June 16, 2015): 34–37. http://dx.doi.org/10.1177/1048371315591054.

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Ragosta, Marjorie. "STUDENTS WITH DISABILITIES." ETS Research Report Series 1987, no. 1 (June 1987): i—70. http://dx.doi.org/10.1002/j.2330-8516.1987.tb00206.x.

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Barreto, Ricardo, António Rosado, and Raul Martins. "Attitudes of university students without disabilities towards students with disabilities." Journal of Sport Pedagogy & Research 7, no. 6 (2021): 13–21. http://dx.doi.org/10.47863/lxiw1059.

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The study aims to describe the attitudes of university students towards people with disability and to verify whether attitudes are influenced by variables such as sex, previous contact with people with disabilities, or sports practice. Participants were 298 students (160 men and 138 women). The Scale of Attitudes Towards People with Disabilities, Form G (Verdugo et al., 1995) was used. The data were analyzed using MANOVA and Wilks λ statistics and the effect size represented as eta2 (η2). The attitudes of university students without disabilities are unequivocally positive vis-à-vis their colleagues with disabilities, ranging from 3.88 (0.85) in the AT subscale to 5.64 (0.45) in the IP subscale. Men and women have similar attitudes (P > 0.05). Regardless of previous contact with people with disabilities, attitudes are also similar in all subscales. University students have positive attitudes towards their colleagues with disabilities, regardless of gender, prior contact with people with disabilities, the quantity and variety of such contacts, and the participation in sports activities with people with disabilities.
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Khalid, Saiju. "Students with Learning Disabilities and Inclusion." International Journal of Trend in Scientific Research and Development Volume-2, Issue-4 (June 30, 2018): 897–901. http://dx.doi.org/10.31142/ijtsrd13102.

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Dissertations / Theses on the topic "Students with disabilities"

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Hemmingsson, Helena. "Student-environment fit for students with physical disabilities /." Stockholm, 2002. http://diss.kib.ki.se/2002/91-7349-276-0.

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Marks, Lori J., Maureen Conroy, Martha Coutinho, and Kerri Martin. "Inclusion of Students with Disabilities." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3725.

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Kazemi, Farida. "Attitudes of university students towards students with physical disabilities." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1198.

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The purpose of this study is to explore the social and dating attitudes of university students who are able-bodied towards students with physical disabilities at California State University, San Bernardino.
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Hughes, G. F. "Lecture adaptation for students with disabilities." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.604746.

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In this dissertation, I introduce new methods of adapting lectures for students with disabilities to facilitate their learning in a higher education setting. These new methods use off-the-shelf computer hardware and specialised algorithms to address the specific needs of students with disabilities in a lecture environment. The techniques are able to overcome the problems of traditional adaptation techniques while also providing benefits that were previously unavailable to students with disabilities. This dissertation introduces the Photonote system, which was created to validate the effectiveness of my new adaptation techniques. The system can capture video of the lecturer, and sign-language interpreter if applicable, through the use of standard-definition video camera. Photonote uses a high-resolution digital-still camera to capture presented visual information in a classroom. Captured images are processed by my algorithm to compensate for angular distortion, remove obstructions, and extract a high-contrast representation of the presented information. This approach provides a clear copy of information presented in a lecture, tailored to meet the needs of a user with a disability. Most importantly, the Photonote system is able to capture, process, and display visual information presented to an individual without requiring a lecturer to change his or her presentation technique. This system was evaluated through a large user study that determined the system’s effectiveness at improving on existing classroom-adaptation methods.  The evaluation demonstrated that test scores for students with disabilities can be improved through the use of the new adaptation techniques. This dissertation also investigates methods of automatically determining the most relevant piece of presented visual information at a given point in time during a lecture. A new approach is presented that uses the head pose of audience members to infer the location of the most relevant visual information. A new head-pose detection method and algorithm are discussed.
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Marks, Lori J. "Modifications for Students with Learning Disabilities." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/3684.

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Presentation discusses assistive technology devices: Simon Soounds It Out, WordMaker, Pix Writer, Co:Writer, Write:Outloud, WYNN and WYNN Wizard, Written Expression Software, Kidspiration, Start-to-Finish Reading Series,Neo, AlphaSmart 300, DANA, Lottie Kit.
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Getachew, Almaz Tamene. "Attitudes of Ethiopian college students toward people with visible disabilities." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1139.

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Although the attitudes of non-disabled individuals toward people with disabilities (PWDs) have been studied for years, most of those studies were conducted outside of Ethiopia and very little has been written about Ethiopians and their attitudes toward PWDs. The current study examined the attitudes of Ethiopian college students toward persons with visible disabilities. Secondarily, the study identified variables that may affect these attitudes. Past studies identified that negative attitudes have created societal barriers affecting the quality of life of PWDs. The non-participation of PWDs in society has been very evident in Ethiopia; however. Because negative attitudes are barriers, without identification and adequate measurement of the attitudes, changing them is difficult. This study provided information about the attitudes of a group of university students at Addis Ababa University who might be influential in the future inclusion of PWDs in Ethiopia as future elite professionals in Ethiopian society. This study collected data on Ethiopian college students' attitudes toward people with visible disabilities as measured by the Multidimensional Attitudes Scale Toward Persons With Disabilities (MAS). This study examined the students' attitudes and also identified significant variables. The results of the CFA, T-test, ANOVA, and correlation analyses provided some major findings. First, the CFA conducted indicated that the model of MAS for the Israeli sample did not fit the Ethiopian sample. The first CFA was conducted because the MAS was only used with the Israel sample. There were no studies which utilized the MAS to compare it to. The results indicated that 12 out of 34 item loaded below .4, indicating that the model of the MAS did not fit. The second CFA was conducted using the 22 items which loaded above .4, while it fit better the first one, over all it did not fit the model. The MAS indicated that Ethiopian college students have negative attitudes in general. The variables gender, level of education, year in school, academic major, contact level, self-esteem, and cultural orientation proved to be significant factors which affected attitudes toward disabilities. Limitations of the study and future research recommendations were discussed.
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Unger, Mary Ann. "Traversing the tracks : students with learning disabilities speak up /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7788.

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Teed, Kristi Marie. "High-stakes testing of students with disabilities." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003teedk.pdf.

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Quigley, Mark K. "The effects of Life Skills Instruction on the personal-social skills scores of rural High School students with mental retardation." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.

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Biswas, Minoti. "University students' receptivity to peers with disabilities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/247.

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This research investigates university students' receptivity to peers with disabilities at two universities in Perth, Western Australia (Edith Cowan University and the University of Notre Dame in Fremantle), and two universities in India (The University of Kolkata (previously Calcutta) and the University of Jadavpur). Data were collected by three methods: (1) a 60 item questionnaire (N=996) based on six aspects supporting receptivity to peers with disabilities-Academic, Interactive, Social, Personal, Professional and Supportive; (2) written open-ended data (N= 201); and (3) four focus groups, two in Perth (N=1O) and two in Kolkata (N=10). The final questionnaire was composed of 30 stem-items each answered in two perspectives: (1) an ideal self-view (What I think I should do) and (2) their self-reported behaviour (what I actually do), making a total of 60 items.
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Books on the topic "Students with disabilities"

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Mercer, Cecil D. Students with learning disabilities. 6th ed. Upper Saddle, N.J: Merrill/Prentice Hall, 2005.

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Datta, Poulomee. Students with Intellectual Disabilities. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-017-9.

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A, Belch Holley, ed. Serving students with disabilities. San Francisco: Jossey-Bass Publishers, 2000.

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Mercer, Cecil D. Students with learning disabilities. 5th ed. Upper Saddle River, N.J: Merrill, 1997.

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Mercer, Cecil D. Students with learning disabilities. 3rd ed. Columbus, Ohio: Merrill Pub. Co., 1987.

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Mercer, Cecil D. Students with learning disabilities. 4th ed. New York: Merrill, 1992.

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Mercer, Cecil D. Teaching students with learning disabilities. 7th ed. Upper Saddle River, N.J: Pearson Merrill, 2008.

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Keynes), Training the Trainers Workshop (No 2. November 1986 Milton. Thinking about students with disabilities. Milton Keynes: Open University, 1987.

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Weatherly, Julie. Discipline of students with disabilities. Horsham, Pa.]: Distributed by LRP Publications, 2007.

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Lise, Fox, ed. Teaching students with severe disabilities. Englewood Cliffs, N.J: Merrill, 1995.

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Book chapters on the topic "Students with disabilities"

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Shaftel, Julia. "Students with Disabilities." In Encyclopedia of Cross-Cultural School Psychology, 944–51. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_408.

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McGhee, Patrick. "Students with disabilities." In The Academic Quality Handbook, 90–105. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003071426-11.

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Curtis, Kathleen A., and Peggy DeCelle Newman. "Students With Disabilities." In The PTA Handbook, 135–45. 2nd ed. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003526087-16.

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Pearl, Ruth. "Psychosocial Characteristics of Learning Disabled Students." In Learning Disabilities, 96–125. New York, NY: Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4613-9133-3_4.

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Taylor, Ronald L., and Les Sternberg. "Students with Learning Disabilities." In Exceptional Children, 35–60. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_3.

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Wisbey, Martha E., and Karen S. Kalivoda. "College Students with Disabilities." In Multiculturalism on Campus, 328–49. 2nd ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446101-18.

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Taylor, Ronald L., and Les Sternberg. "Teaching Students with Learning Disabilities." In Exceptional Children, 61–90. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_4.

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Wilchesky, Marc, and Margaret Willis. "Teaching Students with Learning Disabilities." In Voices from the Classroom, edited by Janice Newton, Jerry Ginsburg, Jan Rehner, Pat Rogers, Susan Sbrizzi, and John Spencer, 85–88. Toronto: University of Toronto Press, 2001. http://dx.doi.org/10.3138/9781442603059-016.

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Carrero, Kelly M., Kimberly J. Vannest, and Courtney Lavadia. "Discipline and Students With Disabilities." In Current Trends and Legal Issues in Special Education, 92–109. 2455 Teller Road, Thousand Oaks California: Corwin, 2019. http://dx.doi.org/10.4135/9781071800539.n7.

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Zamani-Gallaher, Eboni M., Denise O'Neil Green, M. Christopher Brown, and David O. Stovall. "Access for Students with Disabilities." In The Case for Affirmative Action on Campus, 103–21. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447658-6.

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Conference papers on the topic "Students with disabilities"

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Zagrai, Andrei N., Warren J. Ostergren, Laurie Tacheny Borden, and Scott Zeman. "Improving Competitiveness of Engineering Students With Disabilities Through Focused Learning." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-67982.

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On many university campuses, students with disabilities form a noticeable group of the student population. Over the past years, enrollment of students with disabilities has markedly increased and this trend is expected to continue in the future. Although students with disabilities often prefer to major in non-technical areas, a considerable number of them choose to seek career opportunities in science, engineering and technology. The majority of prior studies on educating special engineering and STEM students have been oriented towards students with physical disabilities. A balanced approach is advocated in which individual aspects of the disability are given a special consideration and learning strategies and the environment are tailored in accordance with student’s needs. Such adjustments are critical in accommodating students with a wide spectrum of disabilities. The aim of this paper is to consider various aspects of engineering education that may improve the competitiveness of engineering students with disabilities when they enter the professional workforce.
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Morgado, Beatriz, Noelia Melero, Víctor Molina, and María Dolores Cortés-Vega. "Inclusive University Classrooms the importance of faculty training." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2630.

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The presence of students with disabilities in the universities is increasing. Faculty need to be trained in order to attend these students and with the objective to offer and inclusice education. The aim of this communication is to identify, describe and explain the barriers and aids that students with disabilities experience in university classroom. Forty four students with disabilitis participated in the research. A biographical narrative methodology was used. The university-life histories of the students were complied by making use of in-depth interviews, lifelines and photographs. Results indicate the important of faculty training in matters concerning disabilities and new technologies, informing to the faculty of the presence of students with disabilities in their classroom, the existence of a specific service to support the faculty and the important of iimproving a positive attitude toward the disability. These results are dicussed in line with other studies. Recommendations are maded according to inclusive education and offering keys to universities to provide training plans leading to inclusive education and learning.
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Hussain, Farhat Naz, Alesha Smith, and Kyle John Wilby. "Awareness of Disabilities in Pharmacy Program Recruitment Material: Are we doing Enough?" In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0116.

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Introduction: Targeted recruitment of students with disabilities is a novel area in pharmacy education and may help to attract qualified students in light of decreasing applicant numbers. Therefore, the aim of this study was to explore the visibility of disabilities within online recruitment material for pharmacy programs and to determine the location of targeted information available to prospective students with disabilities. Methods: The top 50 ranked programs offering a professional pharmacy degree under the Pharmacy and Pharmacology QS subject rankings were identified and included if recruitment material was published in English. Online recruitment material was reviewed for presence of persons with disabilities in photos, presence or description of persons with disabilities in videos, information specific to disabilities on the program website, and information specific to disabilities on the university website (if not located on the program website). Results: For inclusion, 41 out of 50 pharmacy schools met the criteria. No institutions displayed visual student disabilities in pictures or videos of recruitment material. Overall, the majority of institutions (88%) provided information for prospective students with disabilities. The type of information offered was highly variable across institutions. Of the top 50 pharmacy schools in the USA, 85% have information on student disability through the pharmacy homepage and 75% of institutions in Europe provided information through the university homepage. Interestingly, 62.5% of schools in Asia did not provide student disability information. Conclusions: Recruitment material for pharmacy degree programs should be current, inclusive, and reflective of student populations eligible to be admitted. This study found a distinct underrepresentation of students with disabilities and information pertaining to disabilities within recruitment material for a sample of international pharmacy programs.( *This study has now been published. Hussain FN, Smith A, Wilby K. The Visibility of Disabilities within Pharmacy Program Recruitment Material. INNOVATIONS in pharmacy. 2020;11(3). doi: https://doi.org/10.24926/iip.v11i3.3339.)
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Ladner, Richard E., Jillian Hall, Samir Jain, CeAhna Lathon, and Vincent Martin. "Panel of computing students with disabilities." In the 45th ACM technical symposium. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2538862.2538867.

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Grodzinsky, Frances S. "Computer access for students with disabilities." In the twenty-eighth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1997. http://dx.doi.org/10.1145/268084.268197.

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Zecchi, Sandra. "Students with Learning Disabilities at University." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9210.

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Specific Learning Disorders involve a plurality of functions that impact the decoding of the alphabetic code. They have an evolutionary character, that is, vary according to the age of the subject. The present work, connected to positive practical experiences, investigates the characteristics of DSAs in adulthood and the impact with university teaching. It presents the outcomes in progress of an interdisciplinary project (including pedagogical, medical and engineering area). Learning Disabilities (LD) disorder are relatively new for the education at the university level, and have therefore pushed teachers and researcher to define research projects, both scientific and pedagogic, aimed to suit the needs of LD students. In such perspective, due to the high variability of LD manifestations and degrees and also to the peculiar students’ features, a multidisciplinary approach and strategies are required to identify personalized educational paths for LD students while respecting, the specificity and the objectives of the different university courses.
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Ladner, Richard E., Caitlyn Seim, Ather Sharif, Naba Rizvi, and Abraham Glasser. "Experiences of Computing Students with Disabilities." In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3408877.3432574.

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Falcão, Taciana Pontual, and Sara Price. "Tangibles for students with intellectual disabilities." In the 11th International Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2307096.2307172.

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Renelle, Amy, and Rhys Jones. "Multisensory Learning for Students With Disabilities." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t11a1.

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Multisensory learning is an educational approach whereby a variety of sensory cues provide learners with alternative experiences of concepts. In exploring New Zealand secondary school mathematics and statistics teachers’ use of multisensory learning, the impact of teaching students with a range of disabilities is considered. The use of multisensory elements appears to be dependent on the senses being utilised and the kind of disabilities these students have. A teacher’s preference towards multisensory learning is therefore influenced by these factors. When considering the extent of multisensory elements to be included in task design, it is important to consider the intended users and accessibility of these features. Because statistics is a visually-dependant subject, there is a need for more research into how we can expand inclusivity in statistics education.
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"VALUE ORIENTATIONS OF STUDENTS WITH DISABILITIES." In ЛИЧНОСТЬ В ПРОСТРАНСТВЕ И ВРЕМЕНИ. СмолГУ, 2023. http://dx.doi.org/10.35785/978-5-88018-430-9-2023-12-23-28.

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Reports on the topic "Students with disabilities"

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Hanushek, Eric, John Kain, and Steven Rivkin. Does Special Education Raise Academic Achievement for Students with Disabilities? Cambridge, MA: National Bureau of Economic Research, August 1998. http://dx.doi.org/10.3386/w6690.

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2

Wood, W. Jesse, Ijun Lai, Neil Filosa, Scott Imberman, Nathan Jones, and Katharine Strunk. Are Effective Teachers for Students with Disabilities Effective Teachers for All? Cambridge, MA: National Bureau of Economic Research, July 2022. http://dx.doi.org/10.3386/w30212.

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3

Green, Vanessa A., Emma-Jayne Tse, and Ulani Kan. Identifying effective support for students with disabilities who have experienced bullying. Journal of the Australian and New Zealand Student Services Association, April 2023. http://dx.doi.org/10.30688/janzssa.2023-1-03.

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This study examines the support experiences of 23 tertiary students with disabilities after being bullied, either at high school or at a tertiary institution. The anonymous online survey focused on what elements of support students found helpful and what would encourage them to seek support after they had been bullied. The findings showed that, after being bullied, most students sought support from parents and friends, followed by counsellors and teachers. However, participants found the support they received only moderately helpful, at best. Participants wanted to see improvements made to: the accessibility of support systems, the action taken after a bullying incident, and education about people with disabilities. Therefore, improvements need to be made to the support provided to tertiary students with disabilities who have experienced bullying within educational institutions.
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McNulty, Kristy. Adjustment to College among Lower Division Students with Disabilities: An Exploratory Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1652.

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Contreras, M. Ignacia, Suzanne Duryea, and Claudia Martínez. The Effect of the Pandemic on the Transition to Tertiary Education in Chile: A Focus on Students with Disabilities. Inter-American Development Bank, May 2023. http://dx.doi.org/10.18235/0004862.

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Using a rich set of administrative data, we study the effect of the COVID-19 pandemic on the transition to tertiary education for students with disabilities in Chile. Enrollment rates in primary and secondary education in Chile differ by less than 2 percentage points for students with or without disabilities, but there is an approximately 17 percentage point gap in enrollment in tertiary education. Our difference in differences analysis finds that the pandemic significantly decreased the probability of students with disabilities taking the admission test to tertiary education and enrolling in high-quality tertiary institutions, increasing the inequality in tertiary education. While the pandemic affected the transition to higher education for all students in Chile, students with disabilities were more adversely affected. Understanding how the pandemic has affected opportunities for students with disabilities is critical for informing policies of inclusion.
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Moreno, Regina. Paraprofessionals Who Work with Elementary Grade Students with Significant Disabilities in Inclusive Settings. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7274.

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Polgun, K. Information and communication technologies in inclusive teaching of mathematical disciplines students with disabilities. [б. в.], April 2015. http://dx.doi.org/10.31812/0564/2059.

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Contrera, M. Ignacia, Suzanne Duryea, and Claudia Martínez. Research Insights: How Did the COVID-19 Pandemic Affect the Transition to Post-Secondary Education for Students with Disabilities? Inter-American Development Bank, August 2023. http://dx.doi.org/10.18235/0005050.

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In Chile, students with disabilities experienced greater difficulties in accessing well-established post-secondary institutions during the pandemic than did their peers without disabilities. For students with disabilities, the pandemic disproportionally reduced the probability of taking the general admission test for tertiary education and the probability of enrolling in a high-quality institution. This increased inequality in tertiary education. These results are consistent with students with disabilities not receiving the support they needed in their last year of secondary school due to the pandemic. Difficulties might include limited availability of reasonable accommodations for taking the general admission test, or other related barriers.
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Hayes, Anne M. Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.op.0064.2004.

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The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population’s diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income countries (LMICs) continue to struggle with accurately identifying and supporting students with disabilities, including knowing how to effectively screen, evaluate, and qualify students for additional services (Hayes, Dombrowski, Shefcyk, & Bulat, 2018a). These challenges stem from the lack of policies, practices, and qualified staff related to screening and identification. As a result, many students with less-apparent disabilities—such as children with learning disabilities—remain unidentified and do not receive the academic supports they need to succeed in school (Friend & Bursuck, 2012). This guide attempts to address the lack of appropriate, useful disability screening and identification systems and services as countries look to educate all students in inclusive settings. Specifically, this guide introduces viable options for screening and identification related to vision, hearing, and learning disabilities in inclusive classrooms in LMICs. It also provides guidance on how LMICs can transition from an assessment-center model toward a school-based identification model that better serves an inclusive education system.
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Nelson, Gena, Angela Crawford, and Jessica Hunt. A Systematic Review of Research Syntheses for Students with Mathematics Learning Disabilities and Difficulties. Boise State University, Albertsons Library, January 2022. http://dx.doi.org/10.18122/sped.143.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 36 research syntheses (including meta-analyses, evidence-based reviews, and quantitative systematic reviews) focused on mathematics interventions for students with learning disabilities (LD), mathematics learning disabilities (MLD), and mathematics difficulties (MD). The purpose of the systematic review of mathematics intervention syntheses was to identify patterns and gaps in content areas, instructional strategies, effect sizes, and definitions of LD, MLD, and MD. We searched the literature for research syntheses published between 2000 and 2020 and used rigorous inclusion criteria in our literature review process. We evaluated 36 syntheses that included 836 studies with 32,495 participants. We coded each synthesis for variables across seven categories including: publication codes (authors, year, journal), inclusion and exclusion criteria, content area focus, instructional strategy focus, sample size, methodological information, and results. The mean interrater reliability across all codes using this coding protocol was 90.3%. Although each synthesis stated a focus on LD, MLD, or MD, very few students with LD or MLD were included, and authors’ operational definitions of disability and risk varied. Syntheses predominantly focused on word problem solving, fractions, computer- assisted learning, and schema-based instruction. Syntheses reported wide variation in effectiveness, content areas, and instructional strategies. Finally, our results indicate the majority of syntheses report achievement outcomes, but very few syntheses report on other outcomes (e.g., social validity, strategy use). We discuss how the results of this comprehensive review can guide researchers in expanding the knowledge base on mathematics interventions. The systematic review that results from this coding process is accepted for publication and in press at Learning Disabilities Research and Practice.
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