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The principles of a fair, equitable, and quality education are embodied in both federal legislation in the United States and the United Nations 2030 Agenda for Sustainable Development, Goal 4 (SDG 4). However, inclusive education has remained fairly static since passage of SDG 4 in 2015. In this chapter, we posit that the primary levers influencing the inclusion of students with disabilities in general education content and classrooms is a result of the policies governing special education, in addition to the stigmatization of disability. Furthermore, how intersectional identities serve to segregate students with disabilities from their peers is explored.

The purpose of this study was to provide an outline of the process of developing an on-road driving test route and rating form. Comprehensive evaluation of medical fitness to drive should comprise of an off-road and an on-road assessment. Much research attention has focussed on the off-road phase of assessment, while there is less standardisation evident in the completion and measurement of the on-road phase of fitness-to-drive assessment.

A scholarship of practice approach was used to inform the development of an on-road test route and an associated generic on-road assessment tool that was guided by research evidence and best practice recommendations.

A step-by-step guide, outlining seven recommended phases in the development of an on-road route for the assessment of fitness to drive that aligns with best practice recommendations, was developed. A preliminary generic on-road assessment tool (the Maynooth–Trinity Driving Test) that includes higher-order cognition alongside element of strategic, tactical and operational driving ability was developed and piloted alongside the newly developed on-road test route.

This paper offers an overview of an approach to developing evidence-based on-road test routes and an associated generic assessment tool that may assist occupational therapists and on-road driving assessors establish a standard practice for testing on-road behaviour as part of a comprehensive approach to evaluate fitness to drive.

When it comes to special education, teachers are the cornerstone of children's development. A special education teacher (SET) who possesses correct perceptions to teach students with special education needs (SENs) in inclusive education and ability to maintain balance that works best for children with physical and emotional disabilities are expected to thrive. This requires several skills that are entirely different from traditional teaching, often depicted as ‘chalk and talk’ – keeping control and making decisions about what is the right thing to do for students. This trait is just an illustration of many myopic characteristics that will no longer work well for both SENs and regular students. An effective SET in the twenty-first century must be able to adapt and respond rapidly to the changing society and is more likely to be open to learning. These character qualities are typical among millennials and Generation Z or Alpha, who are more prone to be digital native, that will future-proof them in the upcoming era of ubiquitous technology. As such, new generation SETs are significant precursor to create a new special education system that responds well to the challenges encountered by the pervasive future ahead.

In the study, a five-dimensional-safety risk assessment model (5D-SRAM) is developed to improve the construction safety risk assessment approaches available in the literature. To that purpose, a hybrid multi-dimensional fuzzy-based model is proposed, which provides a comprehensive ranking system for the safety risks existing in a project by considering the contextualization of the construction-related activities resulting in an accident.

The developed 5D-SRAM is based on an amalgamation of different fuzzy-based techniques. Through the proposed fuzzy analytic hierarchy process (AHP) method, the importance weights of essential risk dimensions playing role in defining the magnitude of the construction-related risks are obtained, while a precise prioritized ranking system for the identified safety risks is acquired using the proposed fuzzy technique of order preference similarity to the ideal solution (FTOPSIS).

Through the application of the proposed 5D-SRAM to a real-life case study – which is the case of green building construction projects located in Hong Kong – contributions are realized as follows: (1) determination of a more complete range of risk dimensions, (2) calculation of importance weightings for each risk dimension and (3) obtainment of a precise and inclusive ranking system for safety risks. Additionally, the supremacy of the developed 5D-SRAM against the other safety assessment approaches that are commonly adopted in the construction industry is proved.

The developed 5D-SRAM provides the concerned safety decision-makers with not only all the crucial dimensions that play roles toward the magnitude of safety risks posing threats to the workers involved in construction activities, but also they are given hindsight regarding the importance weights of these dimensions. Additionally, the concerned parties are embellished with the final ranking of safety risks in a more comprehensive way than those of existing assessment methods, leading to sagacious adoption of future prudent strategies for dealing with such risks occurring on construction sites.

Numerous studies have documented the safety risks faced by construction workers including proposals for risk assessment models. However, the dimensions considered by such models are limited, generally constrained to risk event probability combined with risk impact severity. Overlooking other dimensions that are essential towards the calculation of safety risks' magnitude culminates in overshadowing the further adoption of fruitful mitigative actions. To overcome this shortcoming, this study proposes a novel 5D-SRAM.

In the context of promoting sustainable development in SMEs, the present study aims to investigate the relationship among solution dimensions based on the Industry 4.0 (I4.0) concept.

The study employs a comprehensive methodology that includes a systematic literature review, workshop, grounded theory and interpretive structural modeling. Various dimensions concerning I4.0 sustainability are tested and evaluated using a questionnaire design followed by hypothesis formulation. Further, grounded theory is used to extract the key solution dimensions that capture the essence of I4.0 implementation in SMEs. Finally, the solution dimensions for I4.0 sustainability are modeled using the ISM approach to understand the structural interdependencies among them, and Matrice d'Impacts Croisés Multiplication Applied to a Classification (MICMAC) analysis is done to understand the driving and dependence power among these dimensions.

The study identified 14 solution dimensions for the implementation of I4.0 in SMEs for sustainable development. Out of the 14 solution dimensions, human resource training programs (D4) appear at level 11, followed by top management commitment (D1), strategic collaborations (D3) and coordination among key stakeholders (D5) at level 2 in the hierarchical interpretive structural modeling (ISM) model. Also, these dimensions have an effect size of more than 0.50 which indicates a substantial correlation between the sustainability dimensions and Industry 4.0 implementation in SMEs.

The study contributes to the overall goal of fostering sustainability within the SME sector, which can pave the way for various stakeholders for the successful implementation of I4.0 sustainable solution dimensions.

The purpose of this paper is to assess the combined impact of the Industry 4.0 blockchain and industrial internet of things technology (IIoT) technologies on the development of supply chain linkages associated with power, benefits and risk reduction and the ultimate impact of the linkages on supply chain performance.

A structural model with blockchain and IIoT as antecedents to the supply chain power, benefits and risk reduction linkages and the linkages as antecedent to supply chain performance is theorized. Data collected from 303 US manufacturing managers are analyzed using a covariance-based structural equation modeling (CB/SEM) methodology.

The CB/SEM results indicate that blockchain technology does not directly impact implementation of the linkages. Rather, implementation of blockchain technology supports implementation of IIoT technology, which strengthens supply chain linkages, thereby improving supply chain performance.

To the best of the authors’ knowledge, this study is one of the first to provide empirical evidence that Industry 4.0 technologies such as blockchain and IIoT strengthen linkages among supply chain partners related to power, benefits and risk reduction and that those stronger linkages lead to improved supply chain performance. It should be noted that this study is based on data from managers representing only one sector (manufacturing) and one country (USA). Replication based on data from other sectors and countries is needed to support generalization of the results.

Practitioners are provided with empirical evidence that the implementation of Industry 4.0 technologies such as blockchain and IIoT support supply chain management. These technologies facilitate data and information sharing among supply chain partners, enabling the integration and coordination of business processes throughout the entire supply chain.

The ultimate customers of supply chains benefit when supply chain partners work together efficiently and effectively. The implementation of blockchain and IIoT digital technologies lead to improve linkages among supply chain partners driving improvements in both efficiency and effectiveness, thus benefiting customers and society.

Industry 4.0 technologies are relatively new with the promise of improved supply chain performance. The efficacy of Industry 4.0 technologies as mechanisms to enhance information sharing is demonstrated based on the results of this study.

Values have long guided special education services and supports for students with extensive support needs; over the past four decades, those values have been backed by research evidence demonstrating the critical nature of values related to inclusive education, self-determination, and seeking strengths and assets. In this chapter, we investigate these values and their supporting research, documenting strengths and needs in extant research. We emphasize the need to continue to embrace and maintain these values while pursuing research that addresses research gaps while centering the priorities, perspectives, and preferences of people with extensive support needs.

This chapter sought to answer the following questions: (a) what does special education means for students with intellectual disability?, (b) what is being done, and (c) how do we maintain tradition? The answers, while complicated, suggest special education for students with intellectual disability historically and currently involves attention to what, how, and where, with the how being the key elements of special education for students with intellectual disability. This chapter discussed the what, how, and where for students with intellectual disability in a historical and current framework while also providing evidence-based practices for students with intellectual disability to implement to maintain the tradition of high-quality services.