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Computer-assisted instruction (CAI) has been used to combat reading challenges, namely reading accuracy and rate for learners with intellectual, developmental and learning disabilities (IDLD). Whilst most reading CAI effectiveness has been studied in English, other transparent languages have less evidence. This study provides a systematic review and meta-analysis of CAI effectiveness for transparent language reading for K-3 learners with IDLD.

This study systematically reviews academic peer-reviewed studies from 2010 to 2023 with either randomised controlled treatment (RCT) or single-case treatments. Articles were searched from the ACM Digital Library, Google Scholar, IEEE Xplore, ERIC, PsychINFO and Science Direct databases, references and systematic review articles. Reading component skills effect sizes were computed using the random effect sizes model.

11 RCT studies of reading CAI for transparent languages with 510 learners with IDLD were found. A random effect sizes (Cohen’s d) of CAI on individual reading component skills were d = 0.24, p-value = 0.063 and confidence interval (CI) 95% (−0.068–0.551) for phonics and phonemic awareness d = 0.41, p-value = 0.000 and CI 95% (0.175–0.644). Given an average intervention dosage of 1.8 h weekly for a maximum of 16 weeks, CAI had better retention with d = 1.13, p-value = 0.066 and CI 95%(−0.339–2.588). However, these results must be interpreted with a concern of only using published studies.

The study contributes to quantitative CAI effectiveness for transparent language reading components for learners with IDLD.

This chapter investigates the ongoing process of academization within the field of educational therapy in Germany, particularly in the context of the introduction of university degrees in integrative educational therapy and the psychology of learning. The introduction of these degrees brought about transformative changes in the professional landscape. Educational therapists holding such degrees often demonstrate a more advanced understanding of their roles, which is underpinned by thorough university education and the legitimizing influence of their academic titles. Prior to the establishment of these degree programs, the field of educational therapy was notably unregulated, devoid of a protected professional title or a specific qualification. This lack of regulation resulted in a proliferation of varied providers, giving rise to what’s known as the “after-school market” phenomenon. This chapter explores the genesis and institutionalization of degree programs in educational therapy as a path toward professionalizing the field. It reveals the crucial role that professional associations along with scientific experts have played in launching these degree programs. Additionally, it discusses the impact of competition among different approaches to educational therapy within this rapidly evolving landscape.

Evidence-informed decision-making is considered best practice when choosing interventions in applied settings across health, social care and education. Developing that evidence base, however, is not straightforward. The pupose of this paper is to describe the process implemented by the Sharland Foundation Developmental Disabilities Applied Behavioural Research and Impact Network (SF-DDARIN) that systematically develops an evidence base for behaviorally based interventions.

In this case study, the progressive research steps undertaken by the SF-DDARIN to develop the evidence base for an online reading intervention, the Headsprout® Early Reading programme (HER®), which uses behavioural principles to promote learning to read, are described.

A series of discrete projects targeting gaps in the evidence base for HER^® led to funding two randomised controlled trials in England, one in education and one in health and social care.

This case study illustrates an original, creative and effective way of collaborating across academic research departments and applied settings to extend the evidence base for a chosen intervention systematically.

What does special education mean for general education teachers of students with disabilities? In this chapter, we share our approach to advancing values in the classroom placement of special education students in the general education setting. We will take the reader on a journey through time with “Jessie,” a special education student, as we examine the historical exclusion of students with disabilities to their inclusion in general education schools, environments and finally, general education classrooms. In doing so, we will examine the evolution of the general education teacher's role and how the historical perspective impacts current practices. Then, we will elucidate the benefits of inclusion, not only for the special education student but for the nondisabled peers as well. We will recommend values that should be maintained and practices that should be examined. This chapter will conclude with a connection between the values and recommendations of best practices for inclusive instruction.

This study explored the current and desired use of web-search, particularly for health information, by adults with intellectual disability.

The authors surveyed 39 participants who were in supported employment or attending day centers in Australia. The survey, delivered through structured interviews, increased participation with data in a form of the participants' narratives. The responses were analyzed through a form of thematic analysis.

This study's results present the participants' daily health information interests, approaches to finding information and expectations for self-sufficiency. Participants' interest was in information to stay healthy rather than purely clinical information. The participants were keen to use online information in, accessible as well as entertaining and engaging formats. Supporting others close to the participants was the prominent intention of participants' health information access. Participants showed aspirations for an autonomous life by wanting to learn how to search.

The findings of this study provide some avenues for consumer health information access to be respectful and inclusive of users with intellectual disability, both from an accessible design perspective as well as from a learning and support standpoint.

This study complements other human–computer interaction (HCI) studies which observe how adults with intellectual disability can be supported to engage with web search; this study offers the adults' verbalized perspectives on how adults wish to interact with web searching for health information, nuanced by adults' existing abilities and support needs.

This paper aims to offer a commentary on Denne et al.’s (2024) article discussing the journey undertaken by the Sharland Foundation Developmental Disabilities Applied Behavioural Research and Impact Network to augment evidence surrounding the efficacy of the online Headsprout® Early Reading programme.

Drawing from over 15 years of professional experience as a qualified teacher in special education settings, the author reflects on the network’s approach and its alignment with their own expertise.

While acknowledging the commendable focus of the network on amassing additional evidence, this commentary underscores the importance of identifying barriers and fostering adaptability within the educational landscape. Central to the discussion is the imperative to prioritise students’ needs and tailor data collection methods to suit their unique contexts.

This commentary is aimed at professionals working in special education settings striving to improve their practice and student outcomes.

This chapter explores the complex intersection between students with disabilities and bullying prevention within educational settings. While bullying impacts all students, those with disabilities face unique challenges that make them more vulnerable to such experiences (Rose & Gage, 2016; Rose et al., 2011). By examining the underlying factors contributing to the heightened risk of bullying among students with disabilities, this chapter aims to provide a more comprehensive understanding of the issue. It delves into the specific ways in which students with disabilities are targeted and engage in bullying behaviors, such as through verbal, relational, or physical, and highlights the negative consequences on their overall well-being and academic performance. Moreover, this chapter examines existing interventions and strategies employed to prevent bullying among students with disabilities. It critically evaluates the effectiveness of individual, classroom, and school-wide interventions, highlighting the need for a comprehensive approach that addresses the unique needs and challenges faced by this subset of students. The importance of collaboration between educators, parents, and other stakeholders in implementing evidence-based practices is also emphasized. By promoting awareness, fostering inclusive school environments, and implementing targeted interventions, we can strive toward creating a safe and supportive atmosphere that enables students with disabilities to thrive academically and socially, free from bullying involvement.

This paper aims to investigate how embedding accounting techniques of cost and budgeting within the Australian National Disability Insurance Scheme (NDIS) potentially perpetuates colonial practices for Australian First Nations people living in remote areas. Further, the paper aims to explore how accounting might help to integrate the unique modes of accountability First Nations people have over disability care into the NDIS funding system. Ultimately, the aim is to discern whether accounting practices can be mobilised as a means to decolonising the NDIS framework.

This study uses a qualitative methodology to analyse public hearings from the Australian Disability Royal Commission. Drawing on Bhabha's (1994) concept of the “third space”, this study investigates how accounting techniques can be used to potentially decolonise the NDIS. This study also borrows Bhabha's (1994) concept of the third space to explore the potential for decolonising the NDIS through accounting techniques.

Findings show that the accounting techniques pertaining to funding and costs embedded within the NDIS contribute to displacing and disconnecting First Nations people from their cultural practices and ways of life. Further, the analysis reveals that the NDIS funding system could help to decolonise the NDIS space if it were modified to incorporate First Nations' perspectives on accountability for disability care.

The case of the NDIS exposes glimpses of colonisation in contemporary Australia, where Western institutional and economic systems dominate over the structure and authority of the practice. In this paper, this study demonstrates that the accounting system used by the NDIS plays a role in marginalising First Nations people. However, accounting, as a technology of negotiation, could also be mobilised to enhance accountability for disability care outcomes and pave the way for decolonising public policies.

With the arrival of various assistive technologies (ATs) such as artificial intelligence, augmented reality, virtual reality and others, we can enhance support in a classroom with special educational needs students. The role of teachers in the new era will be switched to finding ways to develop the full potential of all students, rather than traditionally classified dull tasks, e.g. filling out forms, physical observation of children's behaviour etc. This chapter focuses on elaborating how AT can help to improve the efficiency of special education in the future, and how schools should restructure to accommodate this disruptive change to ease teaching in a classroom with a diverging group of students.