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A critical resource for inclusive education is ensuring that an effective curriculum is in place for preparing teachers. Reviewing an existing curriculum and revising it to meet this need is an important aspect of every teacher training institution. The purpose of this chapter is to investigate the effect of a revised Post-Graduate Diploma in Education programme on teachers' pedagogical practice and knowledge transfer for inclusive education. Following completion of the programme, this was investigated from the perspective of teachers' implementation of knowledge transfer to their teaching through various pedagogical strategies, classroom management and perceived personal awareness of student needs. In addition, teachers responded regarding the programme design. While strong support was found for the programme, significant differences were found, however, between teachers working in Chinese and English medium of instruction schools, age and teaching experience following participation in the programme. Implications are discussed within the context of responding to the new curriculum framework for formal education in Macao Special Administration Region, which promotes more inclusive schools.

The purpose of this study is to identify a psychological profile for public accounting firm partners who are likely to place the partnership and client shareholder at risk. Proprietary data from an executive counseling firm provided a unique opportunity to compare two groups of partners: those identified by their senior partners as placing the firm at risk (n=31) and those not so identified (n=64). The groups were compared using psychological measures, lifestyle measures, personal measures, and work history variables. Results found no significant measurable difference between the audit partners who were identified as posing a risk and those not so identified. This suggests that specific factors cannot lead a partner to engage in risky behaviors, but rather several, in combination, may be necessary. Implications for research include learning more about concepts such as resistance to temptation, motivation, and rationalization. Implications for practice are to focus on structuring business practices to provide early warning signs and minimize opportunities to engage in risky behavior. Continued and increased diligence in the client screening and client continuation and review process remain essential for best practices.

This chapter seeks to open a conversation around the increasingly pressing question of what is the role of the white researcher in qualitative Critical whiteness Studies (CwS) research in higher education. While the past 30 years have seen an increase in scholarship that critiques the ways that whiteness operates in higher education at both individual and institutional levels, to date no work exists that explores how this research should be conducted. In introducing a Critical whiteness Methodology (CwM) for higher education, this chapter is intended to provide an initial framework to inform the ways that white CwS scholars conceptualize, and conduct themselves throughout the research process. Grounded in core theoretical frameworks in CwS and influenced by critical race theory (CRT) and critical race methodologies (CRM), we propose five tenets that serve as a starting point in the conceptualization of a CwM. Utilizing these tenets, we then provide suggestions that white researchers can utilize to intentionally structure their research designs, protocols, and practices to actively challenge whiteness through CwS scholarship in higher education.

This chapter addresses one of the most common and long-standing problems among college students, namely depression, as well as a potential consequence of depression, suicide. A formal definition of depression is presented, and symptoms of depression are discussed. Notably, clinical depression is differentiated from “feeling down” or having “the blues.” Common measures of depression for college students are described, and the current prevalence of depression among college students is explored, along with data pertaining to trends and trajectories. Particular attention is devoted to differences in rates and severity of depression among students of various ethnicities, gender identities, disabilities and sexual orientations. Next, the chapter covers various theories about and studies on the causes and consequences of depression, as well as preventive and remedial efforts that students can engage in to minimize the adverse effects of depression. The chapter concludes with a focus on college student suicide, including its prevalence, predictors of suicidal thoughts and behaviors and prevention and treatment of college student suicide.

Purpose: We critically examine the idea of neurodiversity, or the uniqueness of all brains, as the foundation for the neurodiversity movement, which began as an autism rights movement. We explore the neurodiversity movement's potential to support cross-disability alliances that can transform cultures.

Methods/Approach: A neurodiverse team reviewed literature about the history of the neurodiversity movement and associated participatory research methodologies and drew from our experiences guiding programs led, to varying degrees, by neurodivergent people. We highlight two programs for autistic university students, one started by and for autistics and one developed in collaboration with autistic and nonautistic students. These programs are contrasted with a national self-help group started by and for stutterers that is inclusive of “neurotypicals.”

Findings: Neurodiversity-aligned practices have emerged in diverse communities. Similar benefits and challenges of alliance building within versus across neurotypes were apparent in communities that had not been in close contact. Neurodiversity provides a framework that people with diverse conditions can use to identify and work together to challenge shared forms of oppression. However, people interpret the neurodiversity movement in diverse ways. By honing in on core aspects of the neurodiversity paradigm, we can foster alliances across diverse perspectives.

Implications/ Values: Becoming aware of power imbalances and working to rectify them is essential for building effective alliances across neurotypes. Sufficient space and time are needed to create healthy alliances. Participatory approaches, and approaches solely led by neurodivergent people, can begin to address concerns about power and representation within the neurodiversity movement while shifting public understanding.