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Given that formal training on autism is still a relatively infrequent occurrence for police officers, the objective of this study is to expose and describe the formal and informal, nonorganizationally based means police officers receive on-the-job training regarding interactions with autistic individuals.

Using personal networks and snowball sampling, the authors interviewed 19 police officers from multiple US police departments who reported having known contact with an autistic individual while on duty. Interviews were transcribed and coded to identify themes describing formal training and informal means to learn about autistic persons during interactions.

The authors find that many officers received formal training on mental health, though few received specific training about autism. Most commonly, officers with a personal connection to autism (e.g. a child or loved one), passed down information and techniques to other officers on how to have positive encounters with autistic individuals. Officers also passed along field knowledge of known autistic individuals in patrol areas/beats to help others have positive interactions. Lastly, community members often assisted officers by sharing information about find where an individual may be located, may live or known personal characteristics/preferences.

Scholars examining police contact with autistic individuals infrequently detail the point of view and needs of officers in successfully interacting with this population. This work adds to this growing discussion by exposing how officers use personal experience, informal training and community members’ assistance as a stopgap for their general lack of training on how to interact with autistic individuals successfully and positively.

In this paper, the authors summarize the empirical and theoretical gaps in understanding of police contact with individuals with intellectual and/or developmental disabilities at the individual, interactional, organizational and systems level and introduce the special issue papers which address these gaps. The authors close with a discussion of future directions for research in this area.

The authors’ objective in producing this issue was to create a platform to generate and facilitate research in this area. The authors chose papers that represented research that could “move the needle” around the understanding of policing and intellectual and/or developmental disabilities.

The papers in this special issue reflect four thematic areas: (1) the nature of interactions between the police and individuals with intellectual and/or developmental disabilities; (2) police interactions about individuals with intellectual and/or developmental disabilities with criminal justice systems, social services and mental health services, (3) experiences of the police when encountering individuals with intellectual and/or developmental disabilities and finally, (4) the experiences within police encounters of individuals with intellectual and/or developmental disabilities.

Research on intellectual and/or developmental disabilities is still in its infancy, particularly within the field of criminology and criminal justice. This special issue brings together innovative international research that adds critical information surrounding the nature of interactions between the police and individuals with intellectual and/or developmental disabilities, the experience for both parties during that interaction and the context of these interactions in the larger organizational ecosystem of criminal justice organizations and social service agencies.

This paper intends to examine the behaviors autistic individuals display during police encounters, determine if there are differences in those behaviors by age and gender, then examine if any behaviors cluster or frequently co-occur.

Using data from the Survey of Parents and Caregivers of Individuals with autism spectrum disorder and focusing on a subsample of respondents who report that their autistic loved one has had prior police contact, the authors examine the frequency and clustering of behaviors displayed by autistic individuals during police encounters. The authors use chi-square tests of independence to examine age and gender differences and latent class analysis to assess behavioral clustering.

The findings show that many behaviors that autistic individuals display during police encounters are associated with social communication and interaction difficulties, such as failure to maintain eye contact and difficulty answering questions. Many of these overlap with police training on deception, compliance and passive resistance. Moreover, the authors find that there are age differences in two behaviors, fidgeting and not responding to one's name. Lastly, the authors find that many of these behaviors cluster in unexpected ways, adding a layer of complexity to encounters between the police and autistic individuals.

Training police officers, autistic individuals and their loved ones on interactions with the police is critical for positive outcomes. Without details on what occurs inside a police encounter, constructing those trainings is difficult. While this study provides only a small glimpse into police encounters with the autistic community, it is a first step toward understanding these multifaceted interactions better.

This study aims to present radical abolition studies, which encourages us to (re)member that the abolition of institutions and systems is incomplete without the abolition of their attendant epistemes of domination. The authors draw on the etymology of the word radical to encourage abolitionist praxis to grab systemic harm at its epistemological roots. Within radical abolition studies, this study presents Black abolition theory, which aims to make explicit a theorization of Blackness and works to abolish the episteme of anti-Blackness.

This paper offers Black abolition theory within radical abolition studies to reground abolition in its Black theoretical roots and to interrogate the concept of anti-Blackness and other epistemes of domination in abolitionist study and practice. Using a close reading of W.E.B. Du Bois’ Black Reconstruction, and subsequent books and articles in abolition studies and educational studies that reference it, the authors highlight Du Bois’ original conceptualization of abolitionism as an ultimate refutation of a racial-social order and anti-Blackness. The authors then put Michael Dumas and kihana ross’ theory of BlackCrit into conversation with abolitionist and educational theory to push forward Black abolition theory.

Radical abolition studies and its attendant strand of Black abolition theory presented in this paper encourages scholars and practitioners to go beyond the dismantling of current instantiations of systemic harm for Black and other minoritized people – such as the school as it currently operates – and encourages the questioning and dismantling of the epistemes of domination sitting at the foundation of these systems of harm.

Black abolition theory contextualizes abolition in education by rooting abolitionist educational praxis in Black lineages. More generally, radical abolition studies encourages further research, study and collaboration in partnership with others who have historically participated in the fight against being labeled as subhuman to upend all epistemes of domination.

This paper aims to critically evaluate contemporary Irish police practice, with an emphasis on emergent procedural innovations, in light of the needs of suspects with intellectual disabilities.

A review of published prevalence data in respect of people with intellectual disabilities in the Irish criminal justice system, of the Irish legal and policy landscape and the results of a recent empirical inquiry are used in critical evaluation.

In line with extant international research, the article identifies three sites of concern with respect to the protocols that exist within An Garda Síochána for identifying and responding to intellectual disability, including: (1) barriers to communication; (2) a need to build awareness and skills for police and persons with intellectual disabilities; and (3) a need for institutional change to secure equal access to justice for people with intellectual disabilities. Progress is being made at a systems level towards a human rights approach in Irish policing.

In representing the first international analysis of its kind, the article locates the barriers confronting suspects with intellectual disabilities in Ireland within a discourse that is sensitive to ongoing research-led, procedural reforms within An Garda Síochána (Ireland's national police service). Owing to the universalised nature of these barriers across policing systems internationally, the format of these reforms from this will be of relevance to many other policing states, in particular the 162 other signatories to the United Nations Convention on the Rights of People with Disabilities.

This paper aims to assess the predictive power of authorship properties determined at the time of publishing conference papers on future citations of conference papers in computer and information science.

This study examined 21 factors – related to all authors and to the first author – as potentially predictive of citation counts. Specifically, the study assessed properties of author's academic performance, degree of collaboration and topological properties of their research collaboration networks.

The results of comparing all authors with first authors indicate that the all author-related factors have a significantly higher power for explaining conference paper citation counts than the first author-related factors. Moreover, among the all author-related factors, the degree centrality before the target paper made the largest contribution.

This is one of the first attempts to focus on the relationship of author characteristics to conference papers. This is also one of only a few studies to expand prior research, which limited its bibliometric foci to journal articles, to conference papers.

This chapter uses findings derived from interviews with 13 Ontario (Canada) secondary school principals to identify conditions that contribute to emotional labor, experienced in their work. Five workplace conditions that heighten participating principals' emotional labor emerged from the interviews, including advocating for students, work intensification, navigating their local policy context, managing workplace conflict and crises or tragedies in the school community. The findings suggest a need to clarify legislated expectations and responsibilities placed on principals to accurately reflect their work and counter the impact of work intensification. Principals could benefit from additional supports to deal with the impact(s) of work intensification, shepherding the school through crises or navigating shifting policy contexts and conflicts in the workplace. Rather than treating the symptoms that result from emotional labor, concrete efforts are needed to change the culture of the principalship in order to maximize the impact of leadership on student achievement.

The purpose of this paper is to examine how young women understand and make meaning of their status as early-career women (ECW) in the creative communication industry, which is typically dominated by male leadership. It explores how professional relationships influence their transition into full-time employment and influences their career trajectories.

Interviews with 31 women in the first five years of their communication careers provided insights into how they experience professional relationships in the workplace in relation to leadership advancement. Inductive coding, a feminist organizational communication lens and literature on mentorship and role modeling was used to explore the standpoint of these young women.

Young women understand that professional relationships are necessary for acclimation and professional development. Our analysis revealed an intersection of three distinct ways these relationships help young women cultivate a strong career foundation, positioning themselves for leadership opportunities.

This study provides insight into the experiences of ECW, a group significantly overlooked by industry and research as a way to increase career equity. Findings from this study guide programmatic and socialization practices to help young women overcome barriers.

Developing a deeper understanding of women worker’s realities, this research encourages industries to regard the entire career path, emphasizing the importance of beginning socialization experiences in the workplace. It offers actionable managerial practices, and it drives a new scholarly focus on a demographic critical to closing the leadership gender gap.

This chapter aims to shed light on some aspects of instructional collaboration with the purpose of providing further understanding of how teachers collaborate and what hinders their collaboration in Saudi inclusive and mainstream schools. Instructional collaboration among teachers in Saudi educational settings has not been thoroughly reviewed, nor has it been adequately considered as an essential component in assuring the implementation of inclusive education. The voice of two special education teachers and two college professors are presented and discussed in order to explain and clarify aspects of instructional collaboration. The last part of the chapter delineates proposed changes that may motivate teachers and aid them in developing a clear understanding of how to practice instructional collaboration in inclusive and mainstream settings, namely, provision of professional development for special and general education teachers, endorsement of legislation and regulations to promote instructional collaboration, and development of teacher education programs.