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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.

What does special education mean for general education teachers of students with disabilities? In this chapter, we share our approach to advancing values in the classroom placement of special education students in the general education setting. We will take the reader on a journey through time with “Jessie,” a special education student, as we examine the historical exclusion of students with disabilities to their inclusion in general education schools, environments and finally, general education classrooms. In doing so, we will examine the evolution of the general education teacher's role and how the historical perspective impacts current practices. Then, we will elucidate the benefits of inclusion, not only for the special education student but for the nondisabled peers as well. We will recommend values that should be maintained and practices that should be examined. This chapter will conclude with a connection between the values and recommendations of best practices for inclusive instruction.

In this chapter, we apply APPNIE to two case studies, BIOerg srl and LiMiX srl, which are innovative start-ups born in the Marche Region in Italy. The choice to analyse two companies in the same region is based on the fact that the surrounding ecosystem of innovation and entrepreneurship has a strong impact on the birth and subsequent development of innovative start-ups. Using these two case studies, this chapter shows the differences between SWOT and APPNIE analyses.

This study assessed two technology systems aimed at enabling a man with intellectual disability, blindness, deafness and motor and tactile discrimination problems to make verbal requests through simple one-hand signs.

The study was conducted according to an ABAB design. During the B (intervention) phases, the man used the two systems, which included (1) nine mini recording devices fixed on the man’s clothes or wheelchair (i.e. in positions the man touched with his sign movements) and (2) nine tags with radio frequency identification codes (fixed at approximately the same positions as the mini recording devices) and a dedicated tag reader, respectively. Making a sign (i.e. touching a recording device or reaching a tag) led to the verbalization of the request related to that sign.

During baseline, the mean frequency of signs/requests made was below 2 per session, and only some of those requests were identified/satisfied. During the intervention, the mean frequency of requests made and satisfied was about 10 per session with each of the systems.

The results, which are to be taken with caution given the preliminary nature of the study, seem to suggest that the systems can help translate simple signs into verbal requests.

This study draws on the affective events theory (AET) to understand how telework may influence workers' well-being. Hence this study aimed to (1) analyze the indirect relationship between telework and well-being via daily micro-events (DME), and (2) test whether procrastination would moderate this indirect effect.

To test the goals, data were gathered from a sample of teleworkers in the IT sector (N = 232). To analyze the data, a moderated mediation analysis was performed in SPSS with PROCESS macro.

The results showed that micro-daily events mediated the positive relationship between telework and well-being; however, this relation was conditional upon the levels of workers' levels of procrastination, that is, this link became weaker for those who were procrastinators.

By highlighting the importance of telework, DME and procrastination, this study offers managers distinct strategies for enhancing their employees' well-being.

Despite the existing research investigating the effect of telework on well-being, studies investigating the intervening mechanisms between these two constructs are scarce. Moreover, there is a lack of research investigating the moderating effect of procrastination in these relations. Hence, this study fills these gaps and advances knowledge on the process that explains how (via DME) and when (when procrastination is low) teleworking influences workers' well-being.

Autistic individuals are at increased risk of trauma exposure and post-traumatic stress disorder (PTSD). Diagnostic overshadowing, however, often results in PTSD symptoms being mislabelled as autistic traits. This study aims to develop professional consensus on the identification and assessment of co-occurring PTSD in autistic adults.

An online modified Delphi design was used to gather professionals’ perspectives on key aspects of the identification and assessment of PTSD in autistic adults. Data were gathered qualitatively in Round 1 and then synthesised using content analysis into a list of statements that were rated in Round 2. Statements reaching 60–79% consensus and additional suggestions were sent out for rating in Round 3. Consensus for the final statement list was set at 80% agreement.

Overall, 108 statements reached consensus. These form the basis of professional-informed recommendations to facilitate the identification and assessment of PTSD symptoms in autistic adults.

The final Delphi statements provide a framework to assist with the assessment and recognition of traumatic stress reactions in autistic adults presenting to mental health, diagnostic or social services.

To the best of the authors’ knowledge, this is the first study to explore the presentation and identification of PTSD in autistic adults (with and without intellectual disability), using a bottom-up approach informed by professional consensus.

The purpose of this study is to examine the impact of the shift towards a circular economy and marketing strategies on the collaborative purchasing behaviour of consumers in India. The study uses the theory of planned behaviour (TPB) and the marketing mix to understand the factors affecting a consumer’s intention to participate in collaborative consumption (CC).

A Web-based survey was conducted, and 349 valid responses were analysed using AMOS (Analysis of Moment Structures) structural equation modelling. The study emphasised the impact of price, promotion and perceived behaviour control on CC and provided direction and advice for companies that rent and swap apparel.

According to the study, promotion and perceived behaviour control are the two key characteristics that significantly impact a consumer’s willingness to participate in CC in India. The study also found that perceived behaviour control plays a significant direct role in behavioural usage. These findings emphasise the impact of price, promotion and perceived behaviour control on CC and offer direction and advice for companies that rent and swap apparel.

This article can be used to evaluate the business in different countries and can be developed further. It does, however, have some restrictions. Because most respondents are from northern and central India, in addition, some respondents are from the southwestern and southern regions, especially in the Mumbai and Chennai locales. Hence, the geographical sample was not diverse in terms of demographics. Furthermore, the gender identity of the respondents might essentially affect how the authors interpret customer buying behaviour, but the study missed this. Researchers could enhance this by using various sampling techniques and ensuring that other demographic characteristics are considered in the future. Furthermore, the survey could not distinguish between online and in-person transactions.

The study provides practical advice for companies that rent and swap apparel, emphasising the impact of price, promotion and perceived behaviour control on consumer willingness to participate in CC. The findings suggest that companies can improve consumer participation by focusing on promotion and perceived behaviour control. In addition, the significance of perceived behaviour control on behavioural usage highlights the importance of empowering consumers to control their decisions to participate in CC.

To the best of the authors’ knowledge, this study is one of the first to examine the factors influencing consumer willingness to participate in CC in the context of the shift towards a circular economy in India. By examining the impact of the TPB and the marketing mix on consumer intention, the study provides valuable insights for companies that rent and swap apparel. The findings highlight the importance of promotion and perceived behaviour control in shaping consumer behaviour and provide practical direction for companies to promote and market their products effectively. The study adds to the existing knowledge on the circular economy and the role of CC in reducing waste and promoting sustainability.

Evidence-informed decision-making is considered best practice when choosing interventions in applied settings across health, social care and education. Developing that evidence base, however, is not straightforward. The pupose of this paper is to describe the process implemented by the Sharland Foundation Developmental Disabilities Applied Behavioural Research and Impact Network (SF-DDARIN) that systematically develops an evidence base for behaviorally based interventions.

In this case study, the progressive research steps undertaken by the SF-DDARIN to develop the evidence base for an online reading intervention, the Headsprout® Early Reading programme (HER®), which uses behavioural principles to promote learning to read, are described.

A series of discrete projects targeting gaps in the evidence base for HER^® led to funding two randomised controlled trials in England, one in education and one in health and social care.

This case study illustrates an original, creative and effective way of collaborating across academic research departments and applied settings to extend the evidence base for a chosen intervention systematically.

In this chapter, we focus on specially designed instruction (SDI) as a core value for the field of specific learning disabilities (SLD). SDI is at the heart of special education, and the field of LD has been built on the core value that effective instruction improves student outcomes. We describe a two-step test and an extended example of what is and is not SDI for Matt, a student with an SLD. Finally, we discuss some of the confusion surrounding SDI and the need for the field to return to its core value of individualized, intentional, targeted, evidence- or high leverage practice–based, and systematic instruction for students with SLD.