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The development of inclusive education, characterised by both universal momentum and geopolitical differences, has largely omitted children and young people with profound intellectual and multiple disabilities. For this group, access to educational opportunities at all has been slow to be won, and separation for ‘special care’ for their very high support needs is the norm. There have been advances in recognising the human rights and indeed humanity of people with the most profound intellectual disabilities, but the focus of educationalists has often been on how to foster and document fine-grained learning gains and on the specialist nature of the teaching they need. In this chapter, in contrast, the emphasis is on how the spirit of ‘Nothing about us without us’ can extend to children and young people with profound intellectual disabilities such that they are at the heart rather than periphery of the education and research process. The potential for belonging in education and research is illustrated through exploratory work on doing research inclusively with children with profound intellectual and multiple disabilities in two English special school classes. The starting point is seeking to know them from being with them in a particular way. The knowledge shared in the chapter is a mix of big picture state of the art overview and deep intersubjective knowledge/feeling created together with children with profound intellectual and multiple disabilities. The implications for future research in inclusion include the need to start from a different mindset in which belonging and reciprocity inform an asset-based approach.

This chapter considers the current status of inclusive education in New Zealand in relation to the UN's Agenda 2030 initiative and Sustainable Development Goal 4 (SDG 4). It outlines the history of the development of special education and inclusive education in New Zealand and provides a critique of policies and practices regarding education for children with special educational needs and disabilities (SEND). Policies on inclusion are considered in relation to those in other developed countries, and recommendations are made for future policy and practice for the education of children with SEND.

This study aims to reveal the impact of e-learning on accounting education amid COVID-19 in Jordanian universities from the viewpoint of faculty members.

The questionnaire is used as a study instrument distributed to faculty members at the Accounting Departments of the Jordanian public and private universities. Due to the COVID-19 pandemic, Google Forms has been used to distribute 117 questionnaires that have been analyzed via the partial least squares-smart program.

The results show a negative impact of learning difficulties on accounting education, a negative impact on the personal skills of faculty members on the digitization of accounting education, no impact on the personal skills of faculty members, a positive impact on training courses, the use of technology on accounting education and the digitization of accounting education, as well as a positive impact on the skills of faculty members on the digitization of accounting education.

These results are significant in determining the adequacy of online learning for accounting education at the Accounting Departments of Jordanian public and private universities from the viewpoint of faculty members amid COVID-19.

This study highlights the impact of the e-learning system imposed amid COVID-19 on accounting education, teaching efficiency and the future of accounting education.

Autism spectrum disorder (ASD) and borderline personality disorder (BPD) are complex disorders characterized by pervasive symptoms of rigidity, emotion dysregulation and social cognitive difficulties. Comorbid ASD and BPD are recognized emerging clinical problem that may be challenging to treat.

The authors present a case study of a young person in the authors’ assessment clinic diagnosed with BPD and ASD who had received standard dialectical behavior therapy (DBT) with modest effects. The authors provide ASD-informed recommendations for continued DBT treatment.

The de-identified patient described in this case report met full criteria for ASD and BPD. The patient’s cognitive, behavioral, social and personality functioning are described in detail.

Other practitioners seeking to treat this complex comorbidity may make use of the authors’ treatment recommendations for their patients. The authors underscore the importance of individualized treatment planning and hope the authors’ exemplar will be useful to others.

Several evidence-based treatments exist for ASD and BPD symptom reduction. However, to the best of the authors’ knowledge, no current treatments exist for comorbid ASD and BPD to target emotion dysregulation in individuals with restricted and repetitive interests and behaviors and disturbances in social and communication domains.

This chapter provides an overview on the traditions and values of teaching students with traumatic brain injury (TBI). First, we discuss the prevalence, identification, and characteristics associated with TBI and how those characteristics affect learning, behavior, and daily life functioning. Next, we focus on instructional and behavioral interventions used in maintaining the traditions in classrooms for working with students with TBI. Findings from a review of the literature conclude that there are no specific academic curriculums designed specifically for teaching students with TBI; however, direct instruction and strategy instruction have been shown to be effective educational interventions. Current research on students with TBI is predominately being conducted in medical centers and clinics focusing on area of impairments (e.g., memory, attention, processing speed) rather than academic achievement and classroom interventions. Finally, we conclude with a list of accommodations and a discussion of recommendations for future work in teaching students with TBI.

The purpose of this paper is to develop an index for measuring urban house price affordability that integrates spatial considerations and to explore the drivers of housing affordability using the post-least absolute shrinkage and selection operator (LASSO) approach and the ordinary least squares method of regression analysis.

The study is based on time-series data collected from 2005 to 2021 for 256 prefectural-level city districts in China. The new urban spatial house-to-price ratio introduced in this study adds the consideration of commuting costs due to spatial endowment compared to the traditional house-to-price ratio. And compared with the use of ordinary economic modelling methods, this study adopts the post-LASSO variable selection approach combined with the k-fold cross-test model to identify the most important drivers of housing affordability, thus better solving the problems of multicollinearity and overfitting.

Urban macroeconomics environment and government regulations have varying degrees of influence on housing affordability in cities. Among them, gross domestic product is the most important influence.

The paper provides important implications for policymakers, real estate professionals and researchers. For example, policymakers will be able to design policies that target the most influential factors of housing affordability in their region.

This study introduces a new urban spatial house price-to-income ratio, and it examines how macroeconomic indicators, government regulation, real estate market supply and urban infrastructure level have a significant impact on housing affordability. The problem of having too many variables in the decision-making process is minimized through the post-LASSO methodology, which varies the parameters of the model to allow for the ranking of the importance of the variables. As a result, this approach allows policymakers and stakeholders in the real estate market more flexibility in determining policy interventions. In addition, through the k-fold cross-validation methodology, the study ensures a high degree of accuracy and credibility when using drivers to predict housing affordability.

This study aims to explore information-seeking anxiety (ISA) among undergraduate, postgraduate and PhD students at Dr Babasaheb Sawant Konkan Krishi Vidyapeeth, located in Dapoli, Distt. Ratnagiri, Maharashtra. The research focuses on evaluating the intensity of ISA, understanding its underlying causes and identifying potential strategies to reduce its effects, particularly within the context of an agricultural university.

This research intends to examine Information seeking anxiety (ISA) among undergraduate, postgraduate and PhD students at Dr Babasaheb Sawant Konkan Krishi Vidyapeeth located in Dapoli District, Ratnagiri, Maharashtra. This research intends to examine and investigate the intensity of ISA among students at an agriculture university, its root causes and possible methods to reduce its effects. The research adopts quantitative surveys with qualitative secondary sources to achieve a comprehensive understanding of ISA among students. A standardized scale was used as the primary data collection tool to assess participants’ levels of ISA. A total of 122 students participated in the study, completing the survey and providing valuable data for analysis.

The findings reveal a range of ISA levels among students, indicating the presence of varied information skills and abilities. This underscores the need for well-structured information literacy programs tailored to address these disparities. A significant gender-based difference in ISA was observed, with female students exhibiting lower anxiety levels in relation to “integrated elements 3” at a significance level of .05 (t = 1.327). Interestingly, the study found that the students' rural or urban backgrounds did not significantly impact their ISA levels. Additionally, various integrated elements within the information seeking anxiety scale were found to be interconnected, contributing to the overall anxiety experienced by students.

The study highlights the importance of designing and implementing targeted interventions to address ISA in academic settings. These findings suggest that tailored information literacy programs could be effective in reducing ISA among students. Future research could build on these results by examining ISA across different disciplines and institutions, thereby contributing to the development of broader, more generalized strategies for mitigating ISA in diverse educational contexts. Individuals may not accurately recall or report their anxiety levels, potentially affecting the study’s findings. This study’s findings may not be generalizable to all agriculture university users due to factors such as the specific university setting, student demographics and agricultural disciplines represented.

This study provides actionable insights for academic institutions, particularly agricultural universities, in developing targeted information literacy programs. These programs can be designed to address varying levels of ISA among students, enhancing their ability to effectively seek and use information. Additionally, understanding the gender differences in ISA can guide the creation of more inclusive resources and support systems, ultimately improving the overall academic experience and reducing anxiety-related barriers to learning.

The research highlights the broader societal impact of ISA, particularly how it can affect students’ academic success and overall well-being. By addressing ISA through tailored interventions, institutions can contribute to reducing educational inequalities, especially in rural and underrepresented communities. This can foster a more equitable learning environment where all students, regardless of their background, have the opportunity to thrive academically and socially.

This study contributes to the relatively underexplored area of ISA within the context of agricultural universities. By combining quantitative and qualitative approaches, the research offers a comprehensive understanding of ISA, its causes and potential solutions. The findings provide new insights into how gender and integrated elements of ISA influence anxiety levels, offering valuable contributions to the field of library and information science, particularly in specialized educational settings like agricultural universities.

Institutional abuse is a worldwide phenomenon with the UK also subject to several high-profile abuse scandals perpetuated on people with learning disabilities and/or mental health conditions living within institutional settings. This study aims to provide a broad perspective of safeguarding practices within institutional care to inform practice and service development in this area.

A narrative overview was undertaken of a range of empirical evidence, discussion papers, enquiry reports, reports from regulatory bodies and professional guidance to explore safeguarding practices within institutional care for individuals with learning disabilities and/or mental health conditions.

A range of literature was identified that exposed and explored abuse in this context. Three key themes were identified: failings within institutional care; safeguarding issues and concerns; and good practice within institutional care. Whilst guidance is available, standards are explicit and protocols facilitate improvement potential in this area, a consistent message was that statutory recommendations for reform have not been effective.

This paper provides an important resource for practitioners and service providers involved in institutional care. An accessible overview of both the empirical evidence and grey literature on adult safeguarding within institutional settings is provided, along with a range of standards and resources that specify practice in these settings.

The purpose of this study was to examine entrepreneurs’ learning before, during and after entrepreneurial failure and understand the relationship between learning and recovery from failure.

A qualitative multiple case study was carried out based on entrepreneur interviews who have experienced the failure of their businesses.

The study finds that entrepreneurs learn both during the company’s lifespan and post-failure, with distinct types and intensities of learning at different life cycle phases. It highlights the link between learning and emotions during the failure process, revealing entrepreneurs’ limited awareness of their knowledge gaps, particularly during successful business phases, and shows the difference between women and men.

One limitation of this study is that the companies are all located in northern and central Portugal, and the number of entrepreneurs starting new ventures post-failure is limited. Another is a lack of comprehensive measurement of the economic impact, especially on the health of individuals who have experienced the impact of failure. The absence of concrete data hampers understanding and the development of targeted support mechanisms for these individuals.

This study stands out for its unique approach, thoroughly exploring the intricate, profound and significant experiences during a crisis, such as a business failure, from the entrepreneurs’ perspective. It delves into their learning processes before, during and after the failure, providing a comprehensive understanding. This study evidence that significant learning occurs during the operation of the business, and not during or after failure, due to the limitations imposed by the pain and disorientation it causes. Therefore, if recovery does not occur, learning does not happen either. It also highlights the differences between women and men in their learning experiences, adding a new dimension to the research.