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This chapter explores ways that tablet devices can be used to support the inclusion of students with disability in inclusive classrooms. A short description of the evidence of efficacy of using tablets to support students with disability is provided. Ways to use tablet devices to support students with disability in the areas of communication, academics, organisation and social emotional skills to support their inclusion in mainstream classrooms are addressed. Lastly, barriers to using tablets to support students with disability in inclusive classrooms are described and ways to remove these barriers are suggested.

This chapter provides an overview of inclusive education, specifically examining conceptualisations of inclusive education and some of the models used to frame an evaluation of the practice. While international human rights agreements, covenants and legislation provide definitions that focus on equity, access, opportunity and rights, inclusive education continues to lack a tight conceptual focus that may contribute to its misconception and often confused practices. In the absence of a unified definition of what inclusion is, attempts to measure or compare such a complex equity issue are challenging. Some promising models do, however, exist and are explored in this chapter.

Many Black women continue to negotiate their way within higher education institutions, which are influenced by social class, race, and gender biases. Several scholars contend that Black women’s objectification as the “other” and “outsider within” (Collins, 2000; Fitzgerald, 2014; Jean-Marie, 2014) is still apparent in today’s institutions yet many persist to ascend to top leadership positions (Bates, 2007; Epps, 2008; Evans, 2007; Hamilton, 2004; Jean-Marie, 2006, 2008). In particular, the inroads made by Black women administrators in both predominantly white colleges (PWIs) as well as historically black colleges and universities (HBCUs) depict a rich and enduring history of providing leadership to effect social change in the African American community (i.e., uplift the race) and at large (Bates, 2007; Dede & Poats, 2008; Evans, 2007; Hine, 1994; Miller & Vaughn, 1997). There is a growing body of literature exploring Black women’s leadership in higher education, and most research have focused on their experiences in predominantly white institutions (Bower & Wolverton, 2009; Dixon, 2005; Harris, Wright, & Msengi, 2011; Jordan, 1994; Rusher, 1996; Turner, 2008). A review of the literature points to the paucity of research on their experiences and issues of race and gender continue to have an effect on the advancement of Black women in the academy. In this chapter, we examine factors that create hindrance to the transformation of the composition, structure, and power of leadership paradigm with a particular focus on Black women administrators and those at the presidency at HBCUs. From a review of the literature, our synthesis is based on major themes and subthemes that emerged and guide our analysis in this chapter. The chapter concludes with recommendations for identifying and developing Black women leaders to diversify the leadership pipeline at HBCUs and other institutions for the future.

Mathematics can be a challenging content area for all students and especially for students with disabilities. Assistive technology can support the access, participation and achievement of students with disabilities in mathematics in general and in inclusive mathematics settings in particular. In this chapter, assistive technology to academic and functional mathematics will be discussed; particularly, manipulatives, calculators and other technology-mediated mathematics interventions (e.g., apps or computer programs) will be highlighted.

In 2004, the Faculty of Health Sciences at La Trobe University in Victoria, Australia, introduced a new, final-year subject ‘Interdisciplinary Professional Practice’. The subject is taught to all students enrolled in the 11 allied health and human service disciplines at La Trobe University across metropolitan and rural campuses. The delivery is online to overcome timetabling barriers and to provide time and geographic flexibility. The subject is presented using an enquiry-based learning model. Students are exposed to the concepts of interdisciplinary teamwork through shared learning across professional boundaries to enable a collaborative workforce. An outline of the background development and design of this subject, and its implementation and content areas is presented. A discussion of relevant literature and an analysis of the subject evaluations and focus groups that have guided subject development to enhance student learning over eight cohorts is included.

This chapter discusses the SETT Framework – an acronym for Student, Environments, Tasks and Tools – a decision-making tool originally designed to help collaborative teams gather and organise information that can be used to guide decisions about assistive technology (AT) devices and services that foster the educational success of students with disabilities (Zabala, 1995). Explanations and examples are provided both related to the original intent of the framework and how the principles of the SETT Framework have expanded to include not only AT but also other educational services, noneducational environments and other beneficiaries. This commentary is organised around key questions designed to foster rich conversations around the use the SETT Framework in all phases of AT service delivery to support the development of inclusive learning environments and to consider supports and services needed for staff, families and other supporters of students.

The purpose of this chapter is to present an overview of the status of African American women in academe. The primary context is the Predominately White Institution and the terms African American and Black are used interchangeably. We discuss the silencing of this group of women while privileging others. To date, little has been written on this topic. Much less has been written about the African American females’ struggles in silence, both personally and professionally (Collins, 1986). We end by putting forth strategies that African American women might consider as they soar in leadership roles.