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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.

Four reputed leaders for the coming years in the field of special education for individuals with emotional and behavioral disorders (EBD) each with a slightly different perspective on the field were asked to respond independently to a prompt asking what does special education mean for students with EBD and what is being done and how do we maintain tradition? The contributors' responses to the prompt are presented and then summarized across the essays. A remarkable consistency emerges across the independent essays. In addition to the tradition of providing a free and appropriate education in the least restrictive environment, the contributors identify needs to support teachers serving this population. Needs in teacher training and the expertise required to meet the needs of individuals with EBD are outlined as well as potential contributions of technology to carry out specific tasks. We conclude with a call for increased advocacy for use of the knowledge that we currently possess and that which will soon be discovered to support students with EBD as well as their teachers. We also note that the contributors' names are listed alphabetically to acknowledge the equality of each person to the final product.

The aim of this paper is to review and analyze the research literature on the health and safety issues of migrant workers in the construction industry from 2000 to 2022.

5 steps method is used to conduct a systematic review to achieve the objectives. After scanning two authoritative search engines “Web of Science” and “Scope”, 60 articles are selected from 225 publications for identification and review. These identified articles are classified by research fields, countries and time span.

The review finds that with the increasing influence of migrant construction workers, the number of publications on the health and safety of migrant workers has shown a rapid upward trend. Moreover, language barriers are the most dominant safety risk factors encountered by on-site migrant workers. This systematic literature review also summarizes the definition of migrant workers and solutions to reduce safety risk factors.

The research data on the health and safety issues and risk factors of migrant workers in the construction industry is still limited. This literature review summarizes the research trends and contributions of the literature in this field in the past 22 years and provides theoretical support for future research on the safety management of the migration construction field.