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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.

This paper aims to examine landlords’ health support systems to tenants to control COVID-19 in selected informal settlement rental housing (ISRH) in Ghana, dwelling on landlords’ views.

The paper used the concurrent imbedded mixed-methods approach and grounded the findings in the socio-ecological theory. The authors collected both qualitative and quantitative data from 242 landlords in 13 informal settlements across Ghana using quotas. The authors undertook semi-structured face-to-face and telephone interviews. The authors conducted content and thematic qualitative data analysis and used simple descriptive statistical data analysis.

The paper discovered that tenants had limited knowledge on the transmission of the pandemic, forcing landlords to regulate their building services usage, ventilation and thermal control, entertainment, common areas and rent advancement for tenants to control the pandemic. Also, tenants found it difficult to comply with the rules on ventilation for fear of criminal attacks, while high social connection and interaction among renters and inadequate enforcement caused the non-adherence by renters to social gathering. Again, landlords had difficulty in contract-tracing visitors suspected to be infected with the virus.

The use of concurrent and imbedded mixed methods to investigate landlords’ viewpoints on their support in health needs of their tenants to regulate COVID-19. The prescriptions from the study provide practical applications to formulate a mix of housing and health policies to formalize the support of landlords to their tenants in ISRH in Ghana.

This commentary discusses the broader potential of student response systems (SRS) regarding their positive impact on student mental health and wellbeing. The purpose of this paper is to draw on relevant literature to illustrate the wider social and intrapersonal benefits of SRS beyond its use as an educational tool.

Tenets of social information processing theory are used in conjunction with the literature from health, sociological and psychological disciplines to explicate the mental health benefits of SRS.

SRS can make a positive contribution students’ mental health and wellbeing, thus assisting the broader pastoral support and employability frameworks of higher education institutions.

An original perspective on the use of SRS in promoting the mental health and wellbeing of university students