Possible assistive technology solutions for people with moderate to severe/profound intellectual and multiple disabilities: considerations on their function and long-term role [0.03%]
中度至重度/重度智障及多重残疾人士的辅助技术解决方案及其功能和长期作用的考虑因素
Giulio E Lancioni,Nirbhay N Singh,Mark F O&#x;Reilly et al.
Giulio E Lancioni et al.
The paper presents several assistive technology solutions that may be used to help people with moderate to severe/profound intellectual and multiple disabilities reach relevant goals such as strengthening object-manipulation and ambulation ...
Autism in Serbia: insights into parental experiences, support networks, and systemic obstacles [0.03%]
塞尔维亚的自闭症问题：父母经历、支持网络和制度障碍的见解
Marija Čolić
Marija Čolić
The aim of the present study was to examine parenting experiences (e.g. positive experiences, personal changes, experiences with the public sector, sources of support) of Serbian parents of individuals with autism. Serbia, a country on the ...
Exploring mothers' experiences of accessing an Education Health and Care Plan (EHCP) for an autistic child attending mainstream school in the United Kingdom [0.03%]
英国主流学校自闭症儿童教育健康护理计划的实施：母亲的经历探讨
Saskia Keville,Morgan Mills,Amanda K Ludlow
Saskia Keville
Many autistic children are educated in mainstream settings, yet despite the benefits it can present challenges for the children and their parents. A legal framework for accessing support for school age children in England are Education, Hea...
Bridging theory and practice: competency development for special education graduates in Vietnam [0.03%]
理论与实践相结合：越南特殊教育专业毕业生职业技能培养研究
Nguyen Trang Thu Dinh,Ngan Nguyen,Phuong Mai Nguyen et al.
Nguyen Trang Thu Dinh et al.
Inclusion in education remains a critical priority, particularly in developing Asian countries such as Vietnam. Challenges persist in equipping special education graduates with the competencies required to meet diverse learner needs. Theref...
A national study on teacher beliefs and practices in inclusive preschool education in Taiwan [0.03%]
台湾融合学前教育教师信念与实践的全国性研究
Pei-Fang Rachel Wu
Pei-Fang Rachel Wu
This study investigates Taiwanese preschool educators' beliefs and teaching practices regarding inclusive education. Emphasizing the integration of children with disabilities into mainstream classrooms, inclusive education is crucial for fo...
Thana Thaver,Levan Lim,Albert Kienfie Liau
Thana Thaver
The development of positive teacher attitudes towards students with disabilities is a catalyst for their social inclusion. It is therefore important that the foundations for positive teacher attitudes be laid in pre-service teacher educatio...
Global movements need global leadership: expanding neurodiversity-inclusive education beyond Western-centric perspectives in Southeast Asia [0.03%]
超越西方中心视角，在东南亚扩大神经多样性包容性教育的全球领导力需求
Matthew Harrison,Jo Mosen
Matthew Harrison
This point of view article draws upon the lived experiences and professional collaborations of the authors to explore the opportunities and gaps in advancing neurodiversity-inclusive education across Southeast Asia. While the neurodiversity...
Deborah Rhodes,Ernest Antoine,Adi Abidin
Deborah Rhodes
This conceptual position article explores cultural values' influence on disability inclusion in Southeast Asia. This is relevant to progress on the United Nations Convention on the Rights of Persons with Disabilities and Sustainable Develop...
Sensory processing, emotional and behavioural challenges in children with autism spectrum disorder and attention deficit hyperactive disorder [0.03%]
孤独症谱系障碍和注意缺陷多动障碍儿童的感觉加工及情绪和行为挑战
Sonu Darnal,Satyananda Panda,Namrata et al.
Sonu Darnal et al.
Background: Previous studies have found sensory processing abnormalities, behavioural, and emotional challenges in children with developmental disorders, particularly autism spectrum disorder (ASD) and attention deficit h...
Does planning and arranging individualized supports for students with intellectual and developmental disabilities influence educator confidence and competence in universal design for learning? [0.03%]
为智力障碍和发育障碍学生规划和安排个性化支持会影响教育工作者对普遍学习设计的信心和能力吗？
James R Thompson,Virginia L Walker,Sarah R Carlson et al.
James R Thompson et al.
Educator teams consisting of a general education teacher and a special education teacher were recruited to participate in a project where they used the Systematic Supports Planning Process to plan, implement, and monitor individualized supp...