e-Βιβλιοθήκη:Έρευνες στην Ειδική Αγωγή και Εκπαίδευση για προσωπική μελέτη

(e-Librabry: Research studies in Special and Inclusive Education for personal study)

Διεθνής ερευνητική βιβλιογραφία (International research studies)

Chiang, F.-M., Yu, Y.-T., Liu, M.-H., Kuo, C.-C., Hsieh, C.-L., & Chen, K.-L. (2024). A social-competence group intervention featuring didactic teaching and practice in play contexts for preschool children with autism spectrum disorders. Research in Autism Spectrum Disorders, 110, 102286. https://doi.org/10.1016/j.rasd.2023.102286 

Dada, S., Wilder, J., May, A., Klang, N., & Pillay, M. (2023). A review of interventions for children and youth with severe disabilities in inclusive education. Cogent Education, 10(2). https://doi.org/10.1080/2331186x.2023.2278359 

Root, J. R., Cox, S. K., & Gonzalez, S. (2019). Using Modified Schema-Based Instruction with Technology-Based Supports to Teach Data Analysis. Research and Practice for Persons with Severe Disabilities, 44(1), 53–68. https://doi.org/10.1177/1540796919833915 

Root, J. R., Cox, S. K., & McConomy, M. A. (2022). Teacher-Implemented Modified Schema-Based Instruction with Middle-Grade Students with Autism and Intellectual Disability. Research and Practice for Persons with Severe Disabilities, 47(1), 40–56. https://doi.org/10.1177/15407969221076147 

Gilley, D., Root, J. R., Saunders, A., Cox, S. K., & Bryan, C. J. (2023). Peer-Delivered Modified Schema-Based Instruction in Word Problem-Solving for High-School Students with Intellectual Disability. Research and Practice for Persons with Severe Disabilities, 48(4), 167–185. https://doi.org/10.1177/15407969231200413 

‌Logan, K., Iacono, T., & Trembath, D. (2023). Aided Enhanced milieu teaching to develop symbolic and social communication skills in children with autism spectrum disorder. Augmentative and Alternative Communication, 1–15. https://doi.org/10.1080/07434618.2023.2263558 

‌Zimmerman, K. N., Ledford, J. R., & Turner, V. R. (2023). The Impact of Fidget Toys on Story Detail Acquisition and Visual Attention for Elementary Students With Autism. Journal of Positive Behavior Interventions. https://doi.org/10.1177/10983007231200529 

‌Rutten, A. X., Vermeiren, R., Bongers, I. L., & Chijs van Nieuwenhuizen. (2023). Likelihood of identifying autistic traits with the autism spectrum quotient (AQ) in male juveniles with autism spectrum disorder (ASD) and severe behavioral problems (SBPs). BMC Psychiatry, 23(1). https://doi.org/10.1186/s12888-023-05200-1 

García-García, M., & Cotrina-García, M. (2023). Generations of the Community Perspective in Today's Inclusive Education. Education Sciences, 13(10), 1027. https://doi.org/10.3390/educsci13101027 

Hightshoe, K., Gutiérrez-Raghunath, S., Tomcho, M. M., Robinson Rosenberg, C., Rosenberg, S. A., Dooling-Litfin, J. K., Cordova, J. M., Colborn, K., & DiGuiseppi, C. (2023). Barriers to referral and evaluation and corresponding navigation services for toddlers screening positive for autism spectrum disorder. Families, Systems, & Health, 41(3), 342–357. https://doi.org/10.1037/fsh0000786

Nuske, H. J., Young, A. V., Khan, F., Palermo, E., Bukola Ajanaku Bukola Ajanaku, Pellecchia, M., Giacomo Vivanti, Mazefsky, C., Brookman‐Frazee, L., McPartland, J. C., Goodwin, M. S., & Mandell, D. S. (2023). Systematic review: emotion dysregulation and challenging behavior interventions for children and adolescents on the autism spectrum with graded key evidence-based strategy recommendations. European Child & Adolescent Psychiatry. https://doi.org/10.1007/s00787-023-02298-2 

Guillén, V., Verdugo, M. Á., Jiménez, P. A., Aguayo, V., & Amor, A. M. (2023). Support Needs of Children with Autism Spectrum Disorders: Implications for Their Assessment. Behavioral Sciences, 13(10), 793–793. https://doi.org/10.3390/bs13100793 

Linder, A.-L., Geyer, M.-A., Myrto Atzemian, Meuli, N., Martinet, C., Anne-Françoise de Chambrier, & Rachel Sermier Dessemontet. (2023). Effects of adaptations of a phonics-based reading intervention program on reading and spelling skills of students with intellectual disability who require augmentative and alternative communication. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1190838 

Domenico, F., Angela Antonia Costanzo, Finocchiaro, M. L., Maria Agatina Stimoli, Zuccarello, R., Buono, S., Ferri, R., & Pierluigi Zoccolotti. (2023). Academic Skills in Students with Autism Spectrum Disorder and Intellectual Disability: A Systematic Review and Meta-Analysis. Education Sciences, 13(10), 1026–1026. https://doi.org/10.3390/educsci13101026 

Burke, R. V., Taylor, S. L., Adler, M., Belisle, J., Durbin, K. K., Roger, C., & Paliliunas, D. (2023). Individualizing the LIFE Curriculum to Establish Flexible Cooking Skills in a Neurodivergent Young Adult. Behavior Analysis in Practice. https://doi.org/10.1007/s40617-023-00857-2 

Salman Almughyiri. (2023). Saudi teachers "knowledge and implementation of evidence-based practices to improve students with autism" social skills. International Journal of Developmental Disabilities, 1–8. https://doi.org/10.1080/20473869.2023.2260209 

‌Muldoon, D., & Gray, R. (2023). Teaching Receptive Vocabulary to Minimally Verbal Preschoolers With Autism Spectrum Disorder: A Single-Case Multiple Baseline Design. American Journal of Speech-Language Pathology, 1–12. https://doi.org/10.1044/2023_ajslp-23-00095 

Brunsting, N. C., Stark, K., Bettini, E., Lane, K. L., Royer, D. J., Common, E. A., & Rock, M. L. (2023). Self-Efficacy, Burnout, and Intent to Leave for Teachers of Students With Emotional and Behavioral Disorders. Behavioral Disorders, 1. https://doi.org/10.1177/01987429231201566 

Perochon, S., Di Martino, J. M., Carpenter, K. L. H., Compton, S., Davis, N., Eichner, B., Espinosa, S., Franz, L., Krishnappa Babu, P. R., Sapiro, G., & Dawson, G. (2023). Early detection of autism using digital behavioral phenotyping. Nature Medicine, 29(10), 2489–2497. https://doi.org/10.1038/s41591-023-02574-3 

Nuske, H. J., Young, A. V., Khan, F., Palermo, E., Bukola Ajanaku Bukola Ajanaku, Pellecchia, M., Giacomo Vivanti, Mazefsky, C., Brookman‐Frazee, L., McPartland, J. C., Goodwin, M. S., & Mandell, D. S. (2023). Systematic review: emotion dysregulation and challenging behavior interventions for children and adolescents on the autism spectrum with graded key evidence-based strategy recommendations. European Child & Adolescent Psychiatry. https://doi.org/10.1007/s00787-023-02298-2 

Zajic, M., McCauley, J. B., McIntyre, N. S., & Mundy, P. (2023). Writing Self-Concept, Text Engagement, and Writing Practices Across Contexts: Comparisons Between School-Age Children on the Autism Spectrum and Their Non-Autistic Peers. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-023-06080-w 

Bhat, A. (2023). Fewer children with autism spectrum disorder with motor challenges receive physical and recreational therapies compared to standard therapies: A SPARK data set analysis. Autism. https://doi.org/10.1177/13623613231193196 

Reyes, N., Soke, G. N., Wiggins, L. D., Barger, B. O., Moody, E. J., Cordelia Robinson Rosenberg, Schieve, L. A., Reaven, J., Reynolds, A., & Hepburn, S. (2023). Social and language regression: characteristics of children with autism spectrum disorder in a community-based sample. Journal of Developmental and Physical Disabilities. https://doi.org/10.1007/s10882-023-09929-1 

Raquel Palomo Rodríguez, Cecilia Simón Rueda, & Gerardo Echeita Sarrionandía. (2023). The role of educational psychologists in the framework of the right to inclusive education: between reality and desire. European Journal of Special Needs Education, 1–17. https://doi.org/10.1080/08856257.2023.2242031 

Huang, C., Chen, K. C., Lee, G.-Y., Chia Wei Lin, & Chen, K. (2023). Different autism measures targeting different severity levels in children with autism spectrum disorder. European Archives of Psychiatry and Clinical Neuroscience. https://doi.org/10.1007/s00406-023-01673-z 

Bancroft, J. C., Barton, E. E., & Schulte, L. (2023). Using the System of Least Prompts to Teach Pretend Play to Preschoolers With Developmental Disabilities in Contexts With Their Peers. Journal of Early Intervention. https://doi.org/10.1177/10538151231186896 

Helbig, K. A., Schrieber, S. R., Radley, K. C., & Derieux, J. R. (2023). Effects of a Teacher-Implemented Social Skills Intervention for Elementary Students with Autism and Developmental Disabilities. Journal of Educational and Psychological Consultation, 1–29. https://doi.org/10.1080/10474412.2023.2239796 

Helbig, K. A., Schrieber, S. R., Radley, K. C., & Derieux, J. R. (2023). Effects of a Teacher-Implemented Social Skills Intervention for Elementary Students with Autism and Developmental Disabilities. Journal of Educational and Psychological Consultation, 1–29. https://doi.org/10.1080/10474412.2023.2239796 

Cramer, A. M., Watkins, L., Bloomfield, B. S., Pitzel, A., & Ledbetter-Cho, K. (2023). Caregiver Implemented Technology-Based Interventions for Children with Autism and Developmental Disabilities: A Research Synthesis. Journal of Special Education Technology. https://doi.org/10.1177/01626434231184822 

Wang, H., Zhao, X., & Yu, D. (2023). Nonlinear features of gaze behavior during joint attention in children with autism spectrum disorder. Autism Research, 16(9), 1786–1798. https://doi.org/10.1002/aur.3000 

Simoni, M., Devadrita Talapatra, Roberts, G., & Abdollahi, H. (2023). Let's go shopping: Virtual reality as a tier‐3 intervention for students with intellectual and developmental disabilities. Psychology in the Schools. https://doi.org/10.1002/pits.23021 

Leon, Y., Brewer, A. T., Fandal, M., Jimenez‐Gomez, C., & Dracobly, J. D. (2023). Assessment and treatment of problem behavior occasioned by variable‐sequence transitions for children with autism. Behavioral Interventions, 38(4), 1–14. https://doi.org/10.1002/bin.1968 

Clarke, K. A., Siegel, M., & Williams, D. L. (2023). The Relationship Between Augmentative and Alternative Communication Use by Pediatric Psychiatric Inpatients With Autism Spectrum Disorder and Interfering Behaviors. American Journal of Speech-Language Pathology, 32(5), 2040–2056. https://doi.org/10.1044/2023_ajslp-23-00019 

‌Mumbardó‐Adam, C., Arellano, A., Eva Vicente Sánchez, & Ana Berástegui Pedro-Viejo. (2023). How should we support families of people with intellectual disability to promote their self-determination? A Delphi study on critical components for intervention. Journal of Intellectual & Developmental Disability, 48(4), 357–369. https://doi.org/10.3109/13668250.2023.2234547 

Rivard, M., Morin, M., Rochefort, C., Morin, D., & Mello, C. (2023). Barriers and facilitators to accessibility, continuity, validity, flexibility, and provider-family relationship along the diagnostic pathway in developmental disabilities. Research in Developmental Disabilities, 139, 104570. https://doi.org/10.1016/j.ridd.2023.104570 

Metehan Kutlu, & Berk, S. (2023). Using the power card strategy to teach poison-prevention skills to children with developmental disabilities. International Journal of Developmental Disabilities, 1–10. https://doi.org/10.1080/20473869.2023.2241250 

Qian, X., Lee, S., Johnson, D. R., & Wu, Y.-C. (2023). Expectations of Transition-Aged Students With Autism Spectrum Disorder Toward Postsecondary Education. Focus on Autism and Other Developmental Disabilities. https://doi.org/10.1177/10883576231188331 

Lang, R., McLay, L., & Rispoli, M. (2023). Advanced Language Models: Potential to Improve Augmentative and Alternative Communication for Individuals with Intellectual and Developmental Disabilities. Advances in Neurodevelopmental Disorders, 7(3), 481–484. https://doi.org/10.1007/s41252-023-00350-5 

Martin, R. J., Iadarola, S., Iovannone, R., Cavanaugh, B., Fontechia, K., Levato, L., & Anderson, C. M. (2023). Conducting a Randomized Controlled Trial to Evaluate a Comprehensive School-Based Intervention for Students on the Autism Spectrum: Challenges and Mitigation Strategies. Journal of Developmental and Physical Disabilities. https://doi.org/10.1007/s10882-023-09918-4 

Rocío, P., Paola, D., Elizabeth Roldán González, Robledo-Castro, C., Christian Hederich Martínez, Paola, H., Andrea, P., & Leidy. (2023). Effects of Physical Exercise on Gross Motor Skills in Children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-023-06031-5 

Stewart-Ginsburg, J. H., Kittleman, A., & Rowe, D. A. (2023). Increasing Community Inclusion for Students With Disabilities. TEACHING Exceptional Children, 55(6), 396–399. https://doi.org/10.1177/00400599231178600 

Schnell, L. K., Watkins, J., & Kisamore, A. N. (2023). Teaching Adaptive Skills to Children with Autism Spectrum Disorder: From Assessment to Treatment. Autism and Child Psychopathology Series, 339–349. https://doi.org/10.1007/978-3-031-27587-6_17 

Kellems, R. O., & Morningstar, M. E. (2012). Using Video Modeling Delivered Through iPods to Teach Vocational Tasks to Young Adults With Autism Spectrum Disorders. Career Development and Transition for Exceptional Individuals, 35(3), 155–167. https://doi.org/10.1177/0885728812443082 

Morningstar, M. E., Frey, B. B., Noonan, P. M., Ng, J., Clavenna-Deane, B., Graves, P., Kellems, R., McCall, Z., Pearson, M., Bjorkman Wade, D., & Williams-Diehm, K. (2010). A Preliminary Investigation of the Relationship of Transition Preparation and Self-Determination for Students With Disabilities in Postsecondary Educational Settings. Career Development for Exceptional Individuals, 33(2), 80–94. https://doi.org/10.1177/0885728809356568 

Kellems, R. O., & Morningstar, M. E. (2010). Tips for Transition. TEACHING Exceptional Children, 43(2), 60–68. https://doi.org/10.1177/004005991004300206 

Kellems, R. O., Frandsen, K., Hansen, B., Gabrielsen, T., Clarke, B., Simons, K., & Clements, K. (2016). Teaching multi-step math skills to adults with disabilities via video prompting. Research in Developmental Disabilities, 58, 31–44. https://doi.org/10.1016/j.ridd.2016.08.013 

Kennedy, M. J., Hart, J. E., & Kellems, R. O. (2010). Using Enhanced Podcasts to Augment Limited Instructional Time in Teacher Preparation. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 34(2), 87–105. https://doi.org/10.1177/0888406410376203 

Kellems, R. O., Cacciatore, G., & Osborne, K. (2019). Using an Augmented Reality–Based Teaching Strategy to Teach Mathematics to Secondary Students With Disabilities. Career Development and Transition for Exceptional Individuals, 42(4), 253–258. https://doi.org/10.1177/2165143418822800 

Kellems, R. O., Eichelberger, C., Cacciatore, G., Jensen, M., Frazier, B., Simons, K., & Zaru, M. (2020). Using Video-Based Instruction via Augmented Reality to Teach Mathematics to Middle School Students With Learning Disabilities. Journal of Learning Disabilities, 53(4), 277–291. https://doi.org/10.1177/0022219420906452 

Kellems, R. O., & Edwards, S. (2015). Using Video Modeling and Video Prompting to Teach Core Academic Content to Students With Learning Disabilities. Preventing School Failure: Alternative Education for Children and Youth, 60(3), 207–214. https://doi.org/10.1080/1045988x.2015.1067875 

Kellems, R. O., Springer, B., Wilkins, M. K., & Anderson, C. (2015). Collaboration in Transition Assessment: School Psychologists and Special Educators Working Together to Improve Outcomes for Students With Disabilities. Preventing School Failure: Alternative Education for Children and Youth, 60(3), 215–221. https://doi.org/10.1080/1045988x.2015.1075465 

Kellems, R. O., Frandsen, K., Cardon, T. A., Knight, K., & Andersen, M. (2017). Effectiveness of static pictures vs. video prompting for teaching functional life skills to students with autism spectrum disorders. Preventing School Failure: Alternative Education for Children and Youth, 62(2), 129–139. https://doi.org/10.1080/1045988x.2017.1393790 

Koutsoklenis, A., & Papadimitriou, V. (2021). Special education provision in Greek mainstream classrooms: teachers' characteristics and recruitment procedures in parallel support. International Journal of Inclusive Education, 1–16. https://doi.org/10.1080/13603116.2021.1942565 

Papadimitriou, V., & Koutsoklenis, A. (2021). The Extent of Late Hiring in Special Education: A Report on the Greek Institution of Parallel Support. International Journal of Disability, Development and Education, 1–11. https://doi.org/10.1080/1034912x.2021.2010670 

Tincani, M. (2004). Comparing the Picture Exchange Communication System and Sign Language Training for Children With Autism. Focus on Autism and Other Developmental Disabilities, 19(3), 152–163. https://doi.org/10.1177/10883576040190030301 

Crozier, S., & Tincani, M. J. (2005). Using a Modified Social Story to Decrease Disruptive Behavior of a Child With Autism. Focus on Autism and Other Developmental Disabilities, 20(3), 150–157. https://doi.org/10.1177/10883576050200030301 

‌Lorah, E. R., Tincani, M., Dodge, J., Gilroy, S., Hickey, A., & Hantula, D. (2013). Evaluating Picture Exchange and the iPadTM as a Speech Generating Device to Teach Communication to Young Children with Autism. Journal of Developmental and Physical Disabilities, 25(6), 637–649. https://doi.org/10.1007/s10882-013-9337-1 

Tincani, M., Crozier, S., & Alazetta, L. (2006). The Picture Exchange Communication System: Effects on Manding and Speech Development for School-Aged Children with Autism. Education and Training in Developmental Disabilities, 41(2), 177–184. https://www.jstor.org/stable/23880179 

Travers, J., & Tincani, M. (2010). Sexuality Education for Individuals with Autism Spectrum Disorders: Critical Issues and Decision Making Guidelines. Education and Training in Autism and Developmental Disabilities, 45(2), 284–293. https://www.jstor.org/stable/23879812 

Bondy, A., Tincani, M., & Frost, L. (2004). Multiply controlled verbal operants: An analysis and extension to the picture exchange communication system. The Behavior Analyst, 27(2), 247–261. https://doi.org/10.1007/bf03393184 

Burckley, E., Tincani, M., & Guld Fisher, A. (2014). An iPadTM-based picture and video activity schedule increases community shopping skills of a young adult with autism spectrum disorder and intellectual disability. Developmental Neurorehabilitation, 18(2), 131–136. https://doi.org/10.3109/17518423.2014.945045 

Kelly, A., & Tincani, M. (2013). Collaborative Training and Practice among Applied Behavior Analysts who Support Individuals with Autism Spectrum Disorder. Education and Training in Autism and Developmental Disabilities, 48(1), 120–131. https://www.jstor.org/stable/23879891 

Tincani, M., & Devis, K. (2010). Quantitative Synthesis and Component Analysis of Single-Participant Studies on the Picture Exchange Communication System. Remedial and Special Education, 32(6), 458–470. https://doi.org/10.1177/0741932510362494 

Campbell, A., & Tincani, M. (2011). The Power Card Strategy. Journal of Positive Behavior Interventions, 13(4), 240–249. https://doi.org/10.1177/1098300711400608 

Dobbins, N., Higgins, K., Pierce, T., Tandy, R. D., & Tincani, M. (2009). An Analysis of Social Skills Instruction Provided in Teacher Education and In-Service Training Programs for General and Special Educators. Remedial and Special Education, 31(5), 358–367. https://doi.org/10.1177/0741932509338363 

Daubert, A., Hornstein, S., & Tincani, M. (2014). Effects of a Modified Power Card Strategy on Turn Taking and Social Commenting of Children with Autism Spectrum Disorder Playing Board Games. Journal of Developmental and Physical Disabilities, 27(1), 93–110. https://doi.org/10.1007/s10882-014-9403-3 

Tincani, M. (2007). Moving forward: Positive behavior support and applied behavior analysis.The Behavior Analyst Today, 8(4), 492–499. https://doi.org/10.1037/h0100635 

Songlee, D., Miller, S. P., Tincani, M., Sileo, N. M., & Perkins, P. G. (2008). Effects of Test-Taking Strategy Instruction on High-Functioning Adolescents With Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities, 23(4), 217–228. https://doi.org/10.1177/1088357608324714 

de Mers, C. L., Tincani, M., van Norman, R. K., & Higgins, K. (2009). Effects of Music Therapy on Young Children's Challenging Behaviors: A Case Study. Music Therapy Perspectives, 27(2), 88–96. https://doi.org/10.1093/mtp/27.2.88 

Dowdy, A., Peltier, C., Tincani, M., Schneider, W. J., Hantula, D. A., & Travers, J. C. (2021). Meta‐analyses and effect sizes in applied behavior analysis: A review and discussion. Journal of Applied Behavior Analysis. https://doi.org/10.1002/jaba.862 

Tincani, M., & De Mers, M. (2016). Meta-Analysis of Single-Case Research Design Studies on Instructional Pacing. Behavior Modification, 40(6), 799–824. https://doi.org/10.1177/0145445516643488 

Tincani, M., & Al, E. (2016). Autism spectrum disorders in adolescents and adults: evidence-based and promising interventions. Guilford.

Passage, M., Tincani, M., & Hantula, D. A. (2012). Teaching self-control with qualitatively different reinforcers. Journal of Applied Behavior Analysis, 45(4), 853–857. https://doi.org/10.1901/jaba.2012.45-853 

Tincani, M., Miller, J., Lorah, E. R., & Nepo, K. (2020). Systematic Review of Verbal Operants in Speech Generating Device Research from Skinner's Analysis of Verbal Behavior. Perspectives on Behavior Science. https://doi.org/10.1007/s40614-020-00243-1 

Dowdy, A., & Tincani, M. (2019). Assessment and treatment of high-risk challenging behavior of adolescents with autism in an aquatic setting. Journal of Applied Behavior Analysis. https://doi.org/10.1002/jaba.590 

Dowdy, A., Tincani, M., Nipe, T., & Weiss, M. J. (2018). Effects of reinforcement without extinction on increasing compliance with nail cutting: A systematic replication. Journal of Applied Behavior Analysis, 51(4), 924–930. https://doi.org/10.1002/jaba.484

‌Bondy, A. H., & Tincani, M. (2018). Effects of Response Cards on Students with Autism Spectrum Disorder or Intellectual Disability. Education and Training in Autism and Developmental Disabilities, 53(1), 59–72. https://www.jstor.org/stable/26420427 

Tincani, M. (2022). Preventing challenging behavior in your classroom: classroom management and positive behavior support. Routledge.

Tincani, M., & Lorah, E. R. (2011). The Picture-Exchange Communication System (PECS) increases functional communication of adults with intellectual disabilities. Evidence-Based Communication Assessment and Intervention, 5(3), 168–170. https://doi.org/10.1080/17489539.2012.673748 

Dowdy, A., Tincani, M., & Jessel, J. (2020). Reducing an Adolescent's Destructive Behavior during Bathroom Visits in a Residential Setting: Brief Report. Developmental Neurorehabilitation, 1–4. https://doi.org/10.1080/17518423.2020.1770352 

Tincani, M., Ji, H., Upthegrove, M., Garrison, E., West, M., Hantula, D. A., Slobodan Vučetić, & Dragut, E. C. (2023). Vocational Interventions for Individuals with ASD: Umbrella Review. Review Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s40489-023-00368-4 

Prince, J., Tincani, M., & Dowdy, A. (2023). Effects of the Power Card Strategy on Social Commenting of Children with Autism During Gameplay: Strength-Based Intervention. Journal of Positive Behavior Interventions, 109830072311588. https://doi.org/10.1177/10983007231158816 

Lorah, E. R., Tincani, M., & Parnell, A. (2019). Verbal behavior intervention in autism spectrum disorders. In S. G. Little & A. Akin-Little (Eds.), Behavioral interventions in schools: Evidence-based positive strategies (pp. 263–284). American Psychological Association. https://doi.org/10.1037/0000126-015

‌Lappa, C., Kyparissos, N., Nisiotou, I., & Paraskevopoulos, S. (2013). The Development of Glancing at Listener as Result of Conversation Training in Children and Young Adults With Moderate and Severe Developmental Disabilities. European Journal of Behavior Analysis, 14(1), 19–33. https://doi.org/10.1080/15021149.2013.11434442 

Lappa, C., Kyparissos, N., & Paraskevopoulos, S. (2011). Teaching Conversation in Small Groups of Children and Adults With Moderate and Severe Mental Retardation. European Journal of Behavior Analysis, 12(1), 249–262. https://doi.org/10.1080/15021149.2011.11434368 

‌Mattson, S. L., Higbee, T. S., Campbell, V., Lindgren, N. A., Osos, J. A., & Nichols, B. (2023). Using generic picture cues to promote verbal initiations during play. Journal of Applied Behavior Analysis. https://doi.org/10.1002/jaba.1014 

Quiroz, M., Schnell, L. K., Kisamore, A. N., Watkins, J. C., & Vladescu, J. C. (2023). Teaching children to identify and avoid food allergens using behavioral skills training. Journal of Applied Behavior Analysis, 56(3), 565–574. https://doi.org/10.1002/jaba.999 

Melanson, I. J., & Fahmie, T. A. (2023). Functional analysis of problem behavior: A 40‐year review. Journal of Applied Behavior Analysis, 56(2), 262–281. https://doi.org/10.1002/jaba.983 

Kahng, S., Butler, C., Kronfli, F. R., Zaki‐Scarpa, C., Boragi, B., & Scott, J. (2023). An individualized approach to teaching adults with autism to successfully navigate job interviews via remote instruction. Journal of Applied Behavior Analysis. https://doi.org/10.1002/jaba.977 

Sleiman, A. A., Gravina, N. E., & Portillo, D. (2022). An evaluation of the teach‐back method for training new skills. Journal of Applied Behavior Analysis, 56(1). https://doi.org/10.1002/jaba.966 

Contreras, B. P., Tate, S. A., Morris, S. L., & Kahng, S. (2022). A systematic review of the correspondence between descriptive assessment and functional analysis. Journal of Applied Behavior Analysis. https://doi.org/10.1002/jaba.958 

Schroeder, C., Ragotzy, S., & Poling, A. (2022). Young adults with intellectual and other developmental disabilities acquire vocational skills with video prompting. Journal of Applied Behavior Analysis. https://doi.org/10.1002/jaba.963 

Peltier, W., Newell, K. L., Linton, E., Holmes, S. C., & Donaldson, J. M. (2022). Effects of and preference for student‐ and teacher‐implemented good behavior game in early elementary classes. Journal of Applied Behavior Analysis. https://doi.org/10.1002/jaba.957 

Campanaro, A. M., Vladescu, J. C., DeBar, R. M., Deshais, M. A., & Manente, C. J. (2022). Using computer‐based instruction to teach implementation of behavioral skills training. Journal of Applied Behavior Analysis, 56(1), 241–257. https://doi.org/10.1002/jaba.962 

Call, N. A., Shillingsburg, M. A., Bowen, C. N., Reavis, A. R., & Findley, A. J. (2013). Direct assessment of preferences for social interactions in children with autism. Journal of Applied Behavior Analysis, 46(4), 821–826. https://doi.org/10.1002/jaba.69 

Bergstrom, R., Najdowski, A. C., Alvarado, M., & Tarbox, J. (2016). Teaching children with autism to tell socially appropriate lies. Journal of Applied Behavior Analysis, 49(2), 405–410. https://doi.org/10.1002/jaba.295 

Loughrey, T. O., Betz, A. M., Majdalany, L. M., & Nicholson, K. (2014). Using instructive feedback to teach category names to children with autism. Journal of Applied Behavior Analysis, 47(2), 425–430. https://doi.org/10.1002/jaba.123 

Charania, S. M., LeBlanc, L. A., Sabanathan, N., Ktaech, I. A., Carr, J. E., & Gunby, K. (2010). Teaching effective hand raising to children with autism during group instruction. Journal of Applied Behavior Analysis, 43(3), 493–497. https://doi.org/10.1901/jaba.2010.43-493 

Contreras, B. P., & Betz, A. M. (2015). Using lag schedules to strengthen the intraverbal repertoires of children with autism. Journal of Applied Behavior Analysis, 49(1), 3–16. https://doi.org/10.1002/jaba.271 

Najdowski, A. C., Bergstrom, R., Tarbox, J., & Clair, M. St. (2017). Teaching children with autism to respond to disguised mands. Journal of Applied Behavior Analysis, 50(4), 733–743. https://doi.org/10.1002/jaba.413 

Frampton, S. E., & Alice Shillingsburg, M. (2018). Teaching children with autism to explain how: A case for problem solving? Journal of Applied Behavior Analysis, 51(2), 236–254. https://doi.org/10.1002/jaba.445 

Delfs, C. H., Conine, D. E., Frampton, S. E., Shillingsburg, M. A., & Robinson, H. C. (2014). Evaluation of the efficiency of listener and tact instruction for children with autism. Journal of Applied Behavior Analysis, 47(4), 793–809. https://doi.org/10.1002/jaba.166 

Najdowski, A. C., St. Clair, M., Fullen, J. A., Child, A., Persicke, A., & Tarbox, J. (2018). Teaching children with autism to identify and respond appropriately to the preferences of others during play. Journal of Applied Behavior Analysis, 51(4), 890–898. https://doi.org/10.1002/jaba.494 

Carnett, A., Ingvarsson, E. T., Bravo, A., & Sigafoos, J. (2019). Teaching children with autism spectrum disorder to ask "where" questions using a speech-generating device. Journal of Applied Behavior Analysis, 53(3). https://doi.org/10.1002/jaba.663 

MacDonald, J., & Ahearn, W. H. (2015). Teaching observational learning to children with autism. Journal of Applied Behavior Analysis, 48(4), 800–816. https://doi.org/10.1002/jaba.257 

McGhan, A. C., & Lerman, D. C. (2013). An assessment of error-correction procedures for learners with autism. Journal of Applied Behavior Analysis, 46(3), 626–639. https://doi.org/10.1002/jaba.65 

Halbur, M., Preas, E., Carroll, R., Judkins, M., Rey, C., & Crawford, M. (2023). A comparison of fixed and repetitive models to teach object imitation to children with autism. https://doi.org/10.1002/jaba.993 

Dixon, M. R., Peach, J., Daar, J. H., & Penrod, C. (2017). Teaching complex verbal operants to children with autism and establishing generalization using the peak curriculum. Journal of Applied Behavior Analysis, 50(2), 317–331. https://doi.org/10.1002/jaba.373 

Rodriguez, N. M., Levesque, M. A., Cohrs, V. L., & Niemeier, J. J. (2017). Teaching children with autism to request help with difficult tasks. Journal of Applied Behavior Analysis, 50(4), 717–732. https://doi.org/10.1002/jaba.420 

DeQuinzio, J. A., & Taylor, B. A. (2015). Teaching children with autism to discriminate the reinforced and nonreinforced responses of others: Implications for observational learning. Journal of Applied Behavior Analysis, 48(1), 38–51. https://doi.org/10.1002/jaba.192

Yazdanian, H., Vakili, A., Soltani, A., Zohre Bagheri Rekhne, Sajjad Zareii, & Talieh Zarifian. (2023). Virtual/augmented reality for joint attention skills improvement in autism spectrum disorder: a systematic review. International Journal of Developmental Disabilities, 1–16. https://doi.org/10.1080/20473869.2023.2277604 

Batista, R., Graça Bidarra, Piedade Vaz-Rebelo, & Alferes, V. (2023). Attitudes and perceptions of teacher self-efficacy and collaborative practices in the context of inclusive education for students with special educational needs in Portuguese schools. European Journal of Special Needs Education, 1–16. https://doi.org/10.1080/08856257.2023.2275407 

Syriopoulou–Delli, C. K., Elpis Papaefstathiou, Kyriaki Sarri, Areti-Eirini Filiou, & Gkiolnta, E. (2023). The use of distance learning and E-learning in students with autism spectrum disorder: A review. Nucleation and Atmospheric Aerosols. https://doi.org/10.1063/5.0181795 

Burningham O, Chen A, Genovesi E, et al.(2023). Inclusive Education for Children with Developmental Disabilities in Ethiopia: Stakeholder Views on Benefits, Disadvantages and Priorities for Action. PsyArXiv. DOI: 10.31234/osf.io/v6snh 

Genovesi E, Ahmed I, Ayele M, et al. (2023). Exploring context for implementation of inclusive education for children with developmental disabilities in mainstream primary schools in Ethiopia. PsyArXiv. DOI: 10.31234/osf.io/mpz7b.

Pablo Rodríguez Herrero, Pablo José García Sempere & Andrés Cabrera García (2023) Inclusive co-teaching with teachers with intellectual disabilities in teacher education. European Journal of Teacher Education, DOI: 10.1080/02619768.2023.2288550

Liang, Z., Zuo, J., & Dong Hoon Lee. (2023). An Evaluation of Online Training on Pre-service Special Education Teachers' Case Application of Visual Schedules for Individuals With Intellectual and Developmental Disability in China. Journal of Special Education Technology. https://doi.org/10.1177/01626434231214792 

Courreges, A., Kouros, C. D., Ekas, N. V., & Levy, S. (2023). Remote vs. in-person schooling during the COVID-19 pandemic and internalizing symptoms among children on the autism spectrum. Research in Autism Spectrum Disorders, 109, 102284. https://doi.org/10.1016/j.rasd.2023.102284 

Østergaard, J. S., Engsig, T. T., & Pedersen, O. (2024). Still feeling inclusive?: Teachers' self-efficacy and attitudes towards inclusive education in Denmark. European Journal of Special Needs Education. https://www.ucviden.dk/en/publications/still-feeling-inclusive-teachers-self-efficacy-and-attitudes-towa 

Heikonen, L., Ahtiainen, R., Hotulainen, R., Oinas, S., Rimpelä, A., & Koivuhovi, S. (2024). Collective teacher efficacy, perceived preparedness for future school closures and work-related stress in the teacher community during the COVID-19 pandemic. Teaching and Teacher Education, 137, 104399. https://doi.org/10.1016/j.tate.2023.104399 

Bayor, A.A., Brereton, M., Sitbon, L. et al. (2023). ICT use and competencies of school children with intellectual disabilities in low-resource settings: the case of Ghana in sub-Saharan Africa. Universal Access in the Information Society,   https://doi.org/10.1007/s10209-023-01059-x 

Dorji, K., Jigme Norbu, Phuntsho Norbu, & Singye Tshering. (2023). Bhutanese Teachers' Job Satisfaction: A Cross-Sectional Study. Contemporary School Psychology. https://doi.org/10.1007/s40688-023-00482-4 

Brand, F., Scior, K., & Loewenberger, A. (2023). Psychological and social outcomes of befriending interventions for adults with intellectual disabilities: A systematic review. Mental Handicap Research. https://doi.org/10.1111/jar.13168 

Hansen, B., Phipps, L. E., Andersen, A. S., Schissel, M., & M. Alice Shillingsburg. (2023). A Feasibility Study of Headsprout Reading Program in Children with Autism Spectrum Disorder and Reading Delay. Journal of Behavioral Education. https://doi.org/10.1007/s10864-023-09529-1 

Yazıcıoğlu, T., & Sümer Dodur, H.M. (2023). Exploring parental experiences in inclusive education for children with intellectual disabilities. International Journal of Developmental Disabilities, 1–11. https://doi.org/10.1080/20473869.2023.2280861 

Solís, M., & McKenna, J. (2023). Reading Instruction for Students with Autism Spectrum Disorder: Comparing Observations of Instruction to Student Reading Profiles. Journal of Behavioral Education. https://doi.org/10.1007/s10864-023-09532-6 

Wendelien Vantieghem, Roose, I., Goosen, K., Wouter Schelfhout, & Piet Van Avermaet. (2023). Education for all in action: Measuring teachers' competences for inclusive education. PLOS ONE, 18(11), e0291033–e0291033. https://doi.org/10.1371/journal.pone.0291033 

Georg Rißler, Köpfer, A., & Buchner, T. (2023). Space, Education, and Inclusion. Taylor & Francis.

Anna-Lena Andersson, Anette Bagger & Anne Lillvist (2023). Looking through the kaleidoscope of inclusion in policy on students with intellectual disabilities. European Journal of Special Needs Education, DOI: 10.1080/08856257.2023.2273642

Hadley, W. M., & Mapondera, A. (2023). Students with autism transitioning into higher education: A systematic review of literature. Review Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s40489-023-00413-2 

Mpofu, J. (2023). Understanding Autism: An African Perspective. In H. Maapola-Thobejane & M. Maguvhe (Eds.), Handbook of Research on Shifting Paradigms of Disabilities in the Schooling System (pp. 228-242). IGI Global. https://doi.org/10.4018/978-1-6684-5800-6.ch016 

de Paula, E.T., Del-Masso, M.C.S. (2023). Educational Inclusion of Students with Disabilities in Situations of Social Vulnerability. In: Pereira Jr, A., Sousa, F. (eds), Principles for Governance. Sustainable Development Goals Series. Springer, Cham. https://doi.org/10.1007/978-3-031-40025-4_17 

Çelik Keskin, T.,  & Atay, D. (2023). Are Syrian children integrated into our education?: Turkish teachers' perspectives on the inclusive education project. Diaspora, Indigenous, and Minority Education, 1–14. https://doi.org/10.1080/15595692.2023.2270093 

Vigevano, L., & Mattei, P. (2023). The challenges of distance learning in Italy: new inequalities and implications for inclusive education. International Journal of Inclusive Education, 1–15. https://doi.org/10.1080/13603116.2023.2266718 

Lopatina, H., Tsybuliak, N., Анастасія Попова, Olha Hurenko, & Yana Suchikova. (2023). Inclusive education in higher education institution: Are Ukrainian faculty members' ready for it? Research in Education. https://doi.org/10.1177/00345237231207721

Chitiyo, J., & Alasa, V. (2023). School teachers' knowledge and perceptions of inclusive education in Fiji. British Journal of Special Education. https://doi.org/10.1111/1467-8578.12483 

Alphonci Khumalo, M., &  Mosia, P.A. (2023). Reviewing Teachers' Preparedness to Adopt and Implement the Lesotho Inclusive Education Policy 2018 in Lesotho Schools. European Journal of Education and Pedagogy, 4(5), 36–44. https://doi.org/10.24018/ejedu.2023.4.5.736 

Antonietta Chieppa,M., Sánchez Cabrero, R.,  &  Sandoval Mena, M. (2023). Looking at the Margins: Is Inclusive Education for All? Education Sciences, 13(10), 991–991. https://doi.org/10.3390/educsci13100991 

Jusni, E., Fonsén, E., & Ahtiainen, R. (2023). An Inclusive Early Childhood Education Setting According to Practitioners' Experiences in Yogyakarta, Indonesia. Education Sciences, 13(10), 1043–1043. https://doi.org/10.3390/educsci13101043 

Frake, E., Dean, M., Huynh, L. N., Iadarola, S., & Kasari, C. (2023). Earning Your Way into General Education: Perceptions about Autism Influence Classroom Placement. Education Sciences, 13(10), 1050. https://doi.org/10.3390/educsci13101050 

Domenico, F., Angela Antonia Costanzo, Finocchiaro, M. L., Maria Agatina Stimoli, Zuccarello, R., Buono, S., Ferri, R., & Pierluigi Zoccolotti. (2023). Academic Skills in Students with Autism Spectrum Disorder and Intellectual Disability: A Systematic Review and Meta-Analysis. Education Sciences, 13(10), 1026–1026. https://doi.org/10.3390/educsci13101026 

Andrade, C., & Fernandes, J. L. (2023). School-Family and Family-School Enrichment: A Study with Portuguese Working Student Parents. Education Sciences, 13(10), 1024. https://doi.org/10.3390/educsci13101024 

Dai, Y., Deng, T., Chen, M., Huang, B., Ji, Y., Feng, Y., Liu, S., Zhong, D., Zhang, T., & Zhang, L. (2023). Improving early detection, diagnosis and intervention for children with autism spectrum disorder: A cross-sectional survey in China. Research in Developmental Disabilities, 142, 104616. https://doi.org/10.1016/j.ridd.2023.104616 

Dollinger, M., & Hanna, L.(2023). Students with disabilities mentoring staff: supporting scalable academic development for inclusive education. International Journal for Academic Development, DOI: 10.1080/1360144X.2023.2262968 

Shama El-Salahi, Khaki, Z., & Vohora, R. (2023). Experiences of Inclusive School Settings for Children and Young People on the Autism Spectrum in the UK: a Systematic Review. Review Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s40489-023-00405-2 

García Conesa, I. M. (2023). Emotional Education and Students With Autism Spectrum Disorder (ASD) Inclusion. In F. Nyemba & R. Chitiyo (Eds.), Closing the Educational Achievement Gap for Students With Learning Disabilities (pp. 35-54). IGI Global. https://doi.org/10.4018/978-1-6684-8737-2.ch003

Guillén, V., Verdugo, M. Á., Jiménez, P. A., Aguayo, V., & Amor, A. M. (2023). Support Needs of Children with Autism Spectrum Disorders: Implications for Their Assessment. Behavioral Sciences, 13(10), 793–793. https://doi.org/10.3390/bs13100793 

Rasmitadila, Humaira, M. A., Prasetyo, T., Hasnin, H. D., & Rachmadtullah, R. (2023). Teacher perceptions of inclusive education training: Implementation of an inclusive elementary school mentoring program based on collaborative partnership. Journal of Education and E-Learning Research, 10(4), 682–688. https://ideas.repec.org/a/aoj/jeelre/v10y2023i4p682-688id5054.html 

Mupparapu, M., Spector, A., Hui, E. K., Liu, L., & Ali, A. (2023). A systematic review of psychosocial interventions for people with intellectual disabilities and dementia. Aging & Mental Health, 1–11. https://doi.org/10.1080/13607863.2023.2265322 

Liao, Y.,  Dillenburger, K.,  Li, X., Yao, X.,  & Mou, Y. (2023). Applied behavior analytic intervention services for children with autism spectrum disorders: an investigation of Chinese parents. International Journal of Developmental Disabilities, DOI: 10.1080/20473869.2023.2272088 

Thomas, L., Brynmor Lloyd‐Evans, Marston, L., & Hassiotis, A. (2023). An investigation into the critical ingredients of intensive support teams for adults with intellectual disabilities who display challenging behaviour. BJPsych Bulletin, 1–6. https://doi.org/10.1192/bjb.2023.94 

van der Weele, S., & Bredewold, F.(2023).  What's Good About Inclusion? An Ethical Analysis of the Ideal of Social Inclusion for People with Profound Intellectual and Multiple Disabilities. Health Care Anal. https://doi.org/10.1007/s10728-023-00470-y 

Didaskalou, E., Panayiota Stavroussi, & Green, J. (2023). Does primary school teachers' perceived efficacy in classroom management/discipline predict their perceptions of inclusive education? Pastoral Care in Education, 1–18. https://doi.org/10.1080/02643944.2023.2287215 

Valenti, M., Mazza, M., Arduino, G. M., Keller, R., Le Donne, I., Masedu, F., … Scattoni, M. L. (2023). Diagnostic assessment, therapeutic care and education pathways in persons with autism spectrum disorder in transition from childhood to adulthood: the Italian National Ev.A Longitudinal Project. Annali dell'Istituto Superiore Di Sanità, 59(4). https://doi.org/10.4415/ANN_23_04_10 

Skarsaune, S.N, Hanisch, H.M & Gjermestad, A. (2021). Self-Determination: What can we learn from Persons with Profound Intellectual and Multiple Disabilities? Scandinavian Journal of Disability Research, 23(1), 317-32. https://doi.org/0.16993/sjdr.830 

Skarsaune, S.N. & Hanisch, H.M (2023). Holding and Professional Care – On Self Determination for Persons with Profound Intellectual and Multiple Disabilities. Research and Practice for Persons with Severe Disabilities, 48 (1), 25-40. https://doi.org/10.1177/1540796923115357 

Gao, Y. (2023). Education Problems That Autistic Children Faced in Integrated Education and the Way to Improve. Lecture Notes in Education Psychology and Public Media, 27(1), 155–166. https://doi.org/10.54254/2753-7048/27/20231169 

O'Connor, E., Grant, M., Green, C.C. et al. (2023). Prospective Association of Parenting Stress with Later Child Behavior Problems in Early Childhood Autism. Journal of Autism and Developmental Disordershttps://doi.org/10.1007/s10803-023-06177-2

Avni, E., Ben-Itzchak, E., Saban-Bezalel, R. et al. (2023). Parents' and Teachers' Perspectives of Autism and Co-Morbidity Symptom Severity in Young Children with ASD Over One School Year. Journal of Autism and  Developmental  Disorders. https://doi.org/10.1007/s10803-023-06183-4 

Klefbeck, K. (2023). Navigating Self-Reflection for Aspiring Special Education Teachers: A Scoping Review on Inclusive Educational Practices and Their Insights for Autism Education. Education Sciences, 13(12), 1182. https://doi.org/10.3390/educsci13121182 

Hernández-Saca, D. I., Catherine Kramarczuk Voulgarides, & Etscheidt, S. (2023). A Critical Systematic Literature Review of Global Inclusive Education Using an Affective, Intersectional, Discursive, Emotive and Material Lens. Education Sciences, 13(12), 1212–1212. https://doi.org/10.3390/educsci13121212 

Mumpuniarti, M., Prabawati, W., Hermanto, H.,  Sukinah, S.,   Putri Sarwendah, A., &  Suparno, S.(2023). Teachers' interventions against the behaviors of children with intellectual disability. Journal of Education and Learning, 17(4), 589–597. https://doi.org/10.11591/edulearn.v17i4.20723 

Grigal, M., Papay, C., Migliore, A., Choiseul-Praslin, B., & Chen, J. (2023). Preparation for postsecondary education of transition aged youth with intellectual disability and autism spectrum disorder in the United States: An Analysis of data from the national longitudinal transition study 2012. Journal of Intellectual Disabilities. https://doi.org/10.1177/17446295231220093

Scheibel, G., Zaeske, L. M., Malone, E. J., & Zimmerman, K. N. (2024). A meta-analysis of self-management interventions for students with ASD. Research in Autism Spectrum Disorders, 110, 102294. https://doi.org/10.1016/j.rasd.2023.102294 

Hayatun Thaibah. (2023). Cooperative Learning to Improve Social Skills in Acceleration Students. Advances in Social Science, Education and Humanities Research, 1151–1164. https://doi.org/10.2991/978-2-38476-114-2_106 

Inayat, N.,  Kalsoom, T.,  Habib, N., & Ghaffar Sulehri, I. (2023). Relationship between teachers' perceptions regarding autism and their classroom practices at secondary school level. Research on Preschool and Primary Education, 65–70. https://doi.org/10.55976/rppe.12023119665-70 

‌‌Makaya, P. (2023). Knowledge Regarding Autism Spectrum Disorder among Mainstream Primary Teachers in Masvingo Urban Schools in Zimbabwe. i-manager's Journal on Educational Psychology, 17(2), 46-52. https://doi.org/10.26634/jpsy.17.2.19351

Al-Hendawi, M.,  & Alodat, A.M. (2023). Inclusive education of refugee students with disabilities in higher education: a comparative case study. Humanities and  Social Sciences Communications 10, 942. https://doi.org/10.1057/s41599-023-02410-6 

Rosas, R., Espinoza, V., Martinez, C., & Santa-Cruz, C. (2023). The paradoxes of inclusion: cognitive and socio-emotional developmental trajectories of deaf and blind primary education students in mainstream and special schools. Frontiers in Education, 8, 1227178. https://doi.org/10.3389/feduc.2023.1227178 

Ntre, V., Papanikolaou, Κ., Amanaki, E., Triantafyllou, K., Tzavara, C., & Kolaitis, G. (2022). Coping Strategies in mothers of children with autism spectrum disorder and their relation to maternal stress and depression. Psychiatriki, 33 (3), 210-218.  https://doi.org/10.22365/jpsych.2022.068  

Çaksen, H. (2021). The Effects of Parental Divorce on Children. Psychiatriki, 33(1), 81-82.  https://doi.org/10.22365/jpsych.2021.040 

‌Kalogerakis, Z.,  Lazaratou, H.,  Dikeos, D., Touloumi, G.,  Kollias, K., Economou, M., & Papageorgiou, C. (2022). Epidemiological indicators and correlations of adolescent aggression in an urban student population. Psychiatrikī, 34(2), 101-111.  https://doi.org/10.22365/jpsych.2022.065 

Gamvrouli, M., Gamvrouli, I., & Triantafyllou, C. (2021). Evaluation tools of the characteristics of attention deficit and hyperactivity disorder (ADHD) in children and adolescents: A literature review. Psychiatriki, 34(2), 112-121.  https://doi.org/10.22365/jpsych.2021.034 

‌Gkesoglou, T., Pervanidou, P., Bozikas, V. P., & Agorastos, A. (2022). Neurobiology of early life traumatic stress and trauma: Prolonged neuroendocrine dysregulation as a neurodevelopmental risk factor. Psychiatriki, 34(2), 122-132.  https://doi.org/10.22365/jpsych.2022.059 

Jalliah Gwen Campilla, Justine John Guzman, Catherine DeCarlo Santiago, John Oliver Rigor, & Maria Gia Frando. (2023). Challenges and Coping Strategies of Parents in the Education of their Children with Autism. E-Dawa an International Multidisciplinary Research Journal, 3(2), 78-89.. https://doi.org/10.56901/qwia1958 

Corbett, B.A., Key, A.P., Klemencic, M.E. et al.(2023). Investigating Social Competence in a Pilot Randomized Clinical Trial of a Theatre-Based Intervention Enhanced for Adults with Autism Spectrum Disorder. Journal of  Autism and Developmental Disorders. https://doi.org/10.1007/s10803-023-06214-0 

Lundqvist, J. (2023). One-on-one instruction in a fully inclusive preschool: A single case research design study. International Journal of Special Education, 38(2), 153-164.    https://doi.org/10.52291/ijse.2023.38.30 

Giulio Valagussa, Purpura, G., Balatti, V., Luca Trentin, Signori, A., & Grossi, E. (2023). Quantitative assessment of tip‐toe behavior in individuals with autism spectrum disorder and intellectual disability: A cross‐sectional study. Autism Research. https://doi.org/10.1002/aur.3072 

‌Cirnigliaro, L., Valle, M.S., Casabona, A. et al. (2023). The Griffiths Autism Early Screening (GAES): A Novel Developmental Test for Screening Autism Spectrum Disorder. Journal of  Autism and  Developmental Disorders. https://doi.org/10.1007/s10803-023-06184-3 

Wang, Y., Kim, I., Dababnah, S., Reyes, C., & John, A. (2023). Lessons learned from a statewide needs assessment of Asian American families of children with developmental disabilities. International Journal of Developmental Disabilities, 1–5. https://doi.org/10.1080/20473869.2023.2286404 

Abu-Alghayth, K.M., & Al-Rawi, J.M. (2023) Problematic sexual behaviors of adolescents with intellectual disability in Saudi Arabia: uncovering the hidden. International Journal of Developmental Disabilities. https://doi.org/10.1080/20473869.2023.2294393 

Brewer, G., & Hendrikse, C. (2023). Experiences of Domestic Violence and Disability. Disabilities, 3(4), 550–561. https://doi.org/10.3390/disabilities3040035 

‌Rimmer, J. H., Quach, P., Ward, S. G., Young, H.-J., Singh, H., & Lai, B. (2023). The Silent Majority: Understanding and Supporting Access and Inclusion for People with Disabilities Living in Predominantly Low-Resource Communities. Disabilities, 3(4), 639–647. https://doi.org/10.3390/disabilities3040041 

Jade Chang, K-Y.,  Villeneuve, M., Crawford, T., Yen, I., Dominey‐Howes, D., & Llewellyn, G. (2023). Disaster Preparedness, Capabilities, and Support Needs: The Lived Experience Perspectives of People with Disability. Disabilities, 3(4), 648–665. https://doi.org/10.3390/disabilities3040042 

McKenzie, J., Karisa, A., & Kahonde, C. (2023). Implementation of Universal Design for Learning in Low- and Middle-Income Countries: "I Thought These Principles Could Have Been Written by Me." Disabilities, 3(4), 666–679. https://doi.org/10.3390/disabilities3040043 

Klefbeck, K. (2023). Navigating Self-Reflection for Aspiring Special Education Teachers: A Scoping Review on Inclusive Educational Practices and Their Insights for Autism Education. Education Sciences, 13(12), 1182. https://doi.org/10.3390/educsci13121182 

Cotán F.A., Rafael, M., María, A., & Ossorio-Núñez, M. (2023). Overrepresentation of Students from a Migrant Background in Special Education: Promoting Inclusive and Equitable Education. Education Sciences, 13(12), 1233–1233. https://doi.org/10.3390/educsci13121233 

Brčić, M, K.,  Iveljić, A.M., & Serdarević, I. (2023). Pedagogical Resocialization of Children and Youth with Behavioral Problems. Education Sciences, 13(12), 1244–1244. https://doi.org/10.3390/educsci13121244 

Čolić, M. (2023). Autism in Serbia: insights into parental experiences, support networks, and systemic obstacles. International Journal of Developmental Disabilities, 1–10. https://doi.org/10.1080/20473869.2023.2294390 

Taresh, S.M.,   Morett, L. M.,  Zaid, S.M., Roslan, S., Taleb, M., Song, P., Ahmad, N.A., & Noman, S. (2023). Preschool teachers' knowledge, beliefs, and self-efficacy concerning autism: A parallel mixed-methods study of an intervention to improve autism identification. Autism. https://doi.org/10.1177/13623613231211850 

Ajodhia, A. (2023). Cambodian Teachers' Experiences of Inclusive Education for Students with Neuro-developmental Disabilities. Asian Journal of Inclusive Education, 11(1), 3-30. https://doi.org/10.59595/ajie.11.1.1 

Song, J.E.,  Reilly, M., & Reichow, B. (2024). Overview of Meta-Analyses on Naturalistic Developmental Behavioral Interventions for Children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-023-06198-xC 

Sulu, M. D., Aydın, O., Martella, R. C., Erden, E.,  & Ozen, Z. (2024). A Meta-Analysis of Applied Behavior Analysis-Based Interventions for Individuals with Autism Spectrum Disorders (ASD) in Turkey. Review Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s40489-023-00421-2 

‌Snyder, S. K., Herrod, J. L., Whiteside, E. E., & Ayres, K. M. (2024). Functional Communication Training Including Discrimination and Tolerance to Denial for Elementary Age Students With Autism. Focus on Autism and Other Developmental Disabilities, 0(0). https://doi.org/10.1177/10883576231223154 

‌Ketheeswaran, K., & Nawastheen, F.M. (2024). The impact of inclusive education on students with special educational needs in the government schools of Batticaloa district in Sri Lanka. Muallim Journal of Social Sciences and Humanities, 28–48. https://doi.org/10.33306/mjssh/264

Yan, Y.W. (2023). Comparative Analysis of Autism Education Policies in Mainland China and Hong Kong. Journal of Education, Humanities and Social Sciences

Chanturia, R. (2023). Inclusion of Students with Disabilities: Comparative Perspectives of Special and Regular Teachers in Georgia. International Journal of Special Education, 38(2), 124-137.

O'Connor, E., Grant, M., Green, C., Treyvaud, K., &Hudry, K. (2023). Prospective Association of Parenting Stress with Later Child Behavior Problems in Early Childhood Autism. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-023-06177-2 

Herlina, H., Susilana, R., Hernawati, H., & Hadiapurwa, A. (2023). Online Independent Intervention Program Training for Parents of Children with Autism: An Evaluation. Journal of Curriculum and Teaching.

Ćwirynkało, K., Parchomiuk, M., Gregory, J., & Ravi, S. (2023). Attitudes of Indian and Polish teachers towards inclusion of children and youth with disabilities in regular classrooms. A comparative analysis. Edukacja Międzykulturowa.

Laubscher, E., Pope, L., & Light, J. (2023). "You Just Want to Be Able to Communicate With Your Child": Parents' Perspectives on Communication and AAC Use for Beginning Communicators on the Autism Spectrum. American Journal of Speech-Language Pathology, 1–20. https://doi.org/10.1044/2023_ajslp-23-00254 

Knox, S. S., Brien, A., & Hutchins, T. (2023). The Social Validity of a Novel Caregiver Intervention to Support Episodic Memory in Autism: A Single-Case Study. Communication Disorders Quarterly. https://doi.org/10.1177/15257401231216904 

Kaur, M., Perman Gochyyev, & Tiwari, D. (2024). Use of standardized motor assessments in children with autism spectrum disorder: A meta-analysis and systematic review. Research in Autism Spectrum Disorders, 110, 102298–102298. https://doi.org/10.1016/j.rasd.2023.102298 

‌Chiang, F.-M., Yu, Y.-T., Liu, M.-H., Kuo, C.-C., Hsieh, C.-L., & Chen, K.-L. (2024). A social-competence group intervention featuring didactic teaching and practice in play contexts for preschool children with autism spectrum disorders. Research in Autism Spectrum Disorders, 110, 102286. https://doi.org/10.1016/j.rasd.2023.102286 

Moore, B., & Wright, J. (2023). Constructing written scientific explanations: a conceptual analysis supporting diverse and exceptional middle- and high-school students in developing science disciplinary literacy. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1305464 

Silva, E. F. E., &  dos Santos Elias, L.C. (2024). Social Skills, Behavioral Problems, and Academic Competence of Students with Intellectual Disabilities. Psico-USF, 28(4), 811-824.  https://doi.org/10.1590/1413-82712023280412  

Carden, K. C., McWilliam, R. A., McLeod, R. H., & Fedewa, M. P. (2024). Narrative Intervention for Preschoolers Who Are Deaf and Hard of Hearing Using Listening and Spoken Language: A Pilot Study. Language, Speech, and Hearing Services in Schools, 1–19. doi:10.1044/2023_lshss-23-00063

Cho, S., & Park, J. (2024). Inclusive education in Japan and its role in international cooperation: analysis of a project for children with disabilities in Mongolia. Asia Pacific Education Review. doi:10.1007/s12564-023-09923-4

Pfeiffer, B., Hallock, T., Tomczuk, L., & Kramer, J. (2024). Peer Support Provided by People with Intellectual and Developmental Disabilities: A Rapid Scoping Review to Develop a Toolkit for Inclusive Research. Social Sciences, 13(47), 1-17.  https://doi.org/10.3390/socsci13010047  

Moore, T. R., Lee, S., Freeman, R., Mahmoundi, M., Dimian, A., Riegelman, A., & Simacek, J. J. (2024). A Meta-Analysis of Treatment for Self-Injurious Behavior in Children and Adolescents With Intellectual and Developmental Disabilities. Behavior Modification, 0(0). https://doi.org/10.1177/01454455231218742  

Ummah S U, Tahar, M. M., Yasin, M. H. M., Hashim, B. U. H., Ediyanto, E. (2024). Driving Factors of Inclusive Education for Primary School in Indonesia. Pegem Journal of Education and Instruction, 14(2), 86-93.

Ishizuka, Y., Fujimoto, N., Uruno, S., Aoki, Y., & Noro, F. (2024). Parent-therapist collaborative intervention model using contingent imitation in a minimally verbal school-aged child with autism spectrum disorder. Child & Family Behavior Therapy, 1-28. https://doi.org/10.1080/07317107.2023.2299919 

Sung, Y., Chi, I., Chu, S. Y., & Lin, L. (2024). Factors associated with emotion regulation in young autistic children: A scoping review. International Journal of Developmental Disabilities, 1-13. https://doi.org/10.1080/20473869.2023.2301194 

Kauley, N., John, J., Barr, K., Wu, W. T., Grove, R., Masi, A., & Eapen, V. (2024). Predicting communication skills outcomes for preschool children with autism spectrum disorder following early intervention. Neuropsychiatric Disease and Treatment, 20, 35-48. https://doi.org/10.2147/ndt.s435740  

Sedláčková, D., Hampton, D., & Kantor, J. (2023). A phenomenological study detailing the experiences with inclusive education in the Czech Republic for the pupil with congenital heart disease and acquired brain injury and his mother. Cogent Education, 11(1). https://doi.org/10.1080/2331186x.2023.2282824 

Grace, J., Nind, M., De Haas, C., & Hope, J. (2024). Expanding possibilities for inclusive research: Learning from people with profound intellectual and multiple disabilities and decolonising research. Social Sciences, 13(1), 37. https://doi.org/10.3390/socsci13010037 

Roberts, C. L., & Symons, F. (2023). Self‐injurious behavior in individuals with intellectual and developmental disabilities: An interdisciplinary family systems review. Journal of Family Theory & Review. https://doi.org/10.1111/jftr.12548  

Fang, Q., Chang, H., Fisher, K. R., Dong, R., & Wang, X. (2024). Disability policy meets cultural values: Chinese families of children and young people with developmental disabilities in Taipei and Sydney. Ethics and Social Welfare, 1-17. https://doi.org/10.1080/17496535.2023.2295850 

Sikicikoglu, N., Koc, M., Olcay, S., & Vuran, S. (2024). Experiences of gifted children with autism spectrum disorder, their parents, and teachers in turkiye with the COVID-19 pandemic. Turkish Online Journal of Distance Education, 25(1), 33-51.  https://doi.org/10.17718/tojde.1183405  

Layden, S. J., Coleman, H., Gansle, K. A., & Amsbary, J. (2024). Discovering Practitioners' Knowledge and Use of Evidence-Based Practices for Autism Early Childhood Interventions. Topics in Early Childhood Special Education, 0(0). https://doi.org/10.1177/02711214231219281 

Frost, K. M., Pomales-Ramos, A., & Ingersoll, B. (2022). Brief report: Response to joint attention and object imitation as predictors of expressive and receptive language growth rate in young children on the autism spectrum. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-022-05567-2 

Yu, Y., Chiu, H., Lin, C., Hsieh, C., & Chen, K. (2024). Qualitative and quantitative pretend play and their predictors in children with autism spectrum disorder: A path-analysis study. Research in Autism Spectrum Disorders, 110, 102307. https://doi.org/10.1016/j.rasd.2023.102307 

Dennehy, L., Cahill, K., & Moynihan, J. A. (2024). Inclusionary leadership-perspectives, experiences and perceptions of principals leading autism classes in Irish primary schools. Societies, 14(1), 4. https://doi.org/10.3390/soc14010004 

Tiwari, A. (2024). Urban educator preparation program: Assessing Preservice teachers' preparedness for inclusive education Education and Urban Society. https://doi.org/10.1177/00131245231220899 

Van der Weele, S., & Bredewold, F. (2023). What's good about inclusion? An ethical analysis of the ideal of social inclusion for people with profound intellectual and multiple disabilities. Health Care Analysis. https://doi.org/10.1007/s10728-023-00470-y 

Rios, K., Luelmo, P., & Ramos Torres, S. (2024). Editorial: The impact of COVID-19 pandemic on children and adolescents with disabilities: education, development, and well-being of culturally and linguistically diverse families. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1344955 

Pugatch, M., Blum, N. J., Barbaresi, W. J., Rowe, J., Berna, M., Hennigan, S., Giovanelli, A., Penilla, C., Tebb, K. P., Mott, M., Kumaran, V., Buckelew, S., Lester, J. C., & Ozer, E. (2024). Engagement of adolescents with ADHD in a narrative-centered game-based behavior change environment to reduce alcohol use. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1183994 

Jacomuzzi, A. C., & Milani Marin, L. E. (2024). Body in the forefront, again? Distance learning drawbacks and implications for policy. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1247670 

Panagiotis, G. (2024). Inclusion classes in Greek education: Political and social articulations. An interpretive phenomenological analysis. Journal of Research in Special Educational Needs. https://doi.org/10.1111/1471-3802.12644 

Almalky, H. A., & Alrabiah, A. H. (2024). Predictors of Teachers' Intention to Implement Inclusive Education. Children and Youth Services Review, 107457. https://doi.org/10.1016/j.childyouth.2024.107457 

‌Then, D., & Pohlmann-Rother, S. (2024). Adaptivity in the inclusive transition to school. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1304918 

Newson, A., Quinn, S., & Nese, R. N. (2024). Examining the utilization of participatory research with autistic youth in mainstream/public schools: A scoping review. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1308664  

Laxton, S., Moriarty, C., Sapiets, S. J., Hastings, R. P., & Totsika, V. (2024). Neighbourhood deprivation and access to early intervention and support for families of children with intellectual and developmental disabilities. Journal of Policy and Practice in Intellectual Disabilities. https://doi.org/10.1111/jppi.12486 

Frost, K. M., Pomales-Ramos, A., & Ingersoll, B. (2022). Brief report: Response to joint attention and object imitation as predictors of expressive and receptive language growth rate in young children on the autism spectrum. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-022-05567-2 

Holyfield, C., MacNeil, S., Caldwell, N., O'Neill Zimmerman, T., Lorah, E., Dragut, E., & Vucetic, S. (2024). Leveraging communication partner speech to automate augmented input for children on the autism spectrum who are minimally verbal: Prototype development and preliminary efficacy investigation. American Journal of Speech-Language Pathology, 1-19. https://doi.org/10.1044/2023_ajslp-23-00224 

Chezan, L. C., Bauer, A., Drasgow, E., Garcia, H., & Warman, A. (2024). Generalization and discrimination of positively reinforced explicit Mands in young children with autism spectrum disorder. Behavior Modification. https://doi.org/10.1177/01454455241228768 

Steendam, M., Wallroth, M., Tijmes, N., Van der Putten, A., & Waninge, A. (2024). An analysis of visual functioning and cerebral visual impairments in children with profound intellectual and multiple disabilities. British Journal of Visual Impairment. https://doi.org/10.1177/02646196231225063 

Musetti, A., Zagaria, A., Pezzi, M., Fante, C., Dioni, B., Raffin, C., Manari, T., Lenzo, V., & De Luca Picione, R. (2024). Parental quality of life, child adjustment and adult attachment in parents of children and adolescents with autism spectrum disorder. Research in Developmental Disabilities, 146, 104684. https://doi.org/10.1016/j.ridd.2024.104684 

Tatiani, G., & Irene, A. (2024). Bullying and autism spectrum disorder: Correlating the victimization of high-functioning autism students with educational practices in the context of inclusion in primary education. International Journal of Bullying Prevention. https://doi.org/10.1007/s42380-023-00208-3 

Giavrimis, P. (2023). Intellectually disabled students. Education inclusive practices in Greece. Analele Universității din Craiova, seria Psihologie-Pedagogie/Annals of the University of Craiova, Series Psychology- Pedagogy, 45(2), 92-104. https://doi.org/10.52846/aucpp.2023.2.08 

Pienaar, S., & Dreyer, L. M. (2024). Including learners with autism spectrum disorder: Voices of mainstream teachers. Journal of Education, (93), 4-22. https://doi.org/10.17159/2520-9868/i93a01 

Lawrence, D., Bagshaw, R., Stubbings, D., & Watt, A. (2024). Evaluation of an individualized package of care for a young person with autism & An intellectual disability: Implications for reducing restrictive practice. Journal of Forensic Psychology Research and Practice, 1-26. https://doi.org/10.1080/24732850.2024.2307331 

Sulu, M. D., Aydin, O., Martella, R. C., Erden, E., & Ozen, Z. (2024). A meta-analysis of applied behavior analysis-based interventions for individuals with autism spectrum disorders (ASD) in Turkey. Review Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s40489-023-00421-2 

Safar, Y., Formuli, F., Volpe, T., St John, L., & Lunsky, Y. (2024). "Everything has changed since COVID": Ongoing challenges faced by Canadian adults with intellectual disabilities during waves 2 and 3 of the COVID-19 pandemic. Journal of Intellectual Disabilities. https://doi.org/10.1177/17446295241229364 

Rendoth, T., Duncan, J., Foggett, J., & Colyvas, K. (2024). Curriculum effectiveness for secondary-aged students with severe intellectual disabilities or profound and multiple learning difficulties in Australia: Teacher perspectives. Journal of Intellectual Disabilities. https://doi.org/10.1177/17446295241228729 

Hill, D. A., Fayemi, A., & Ostrowski, S. (2024). The evolution of services for children with autism and developmental disabilities in Nigeria. International Journal of Disability, Development and Education, 1-17. https://doi.org/10.1080/1034912x.2023.2291570 

Girgis, M., Paparo, J., Roberts, L., & Kneebone, I. (2024). How do children with intellectual disabilities regulate their emotions? The views of teachers. Journal of Mental Health Research in Intellectual Disabilities, 1-22. https://doi.org/10.1080/19315864.2024.2308284 

Adjei, E. S., Osei, E., Edusei, A. K., & Nakua, E. K. (2024). A systematic review of academic performance of children with disabilities (CWDs) in inclusive education schools in low and middle-income countries (LMICs). Heliyon, 10(3), e25216. https://doi.org/10.1016/j.heliyon.2024.e25216  

Coker, H., Kalsoom, Q., & Mercieca, D. (2023). Teachers' use of knowledge in curriculum making: Implications for social justice. Education Sciences, 14(1), 3. https://doi.org/10.3390/educsci14010003  

Dean, C. M., Harris, H., McNeil, H. P., & Hughes, C. (2023). A transparent curriculum design and capability-based assessment portfolio facilitates self-directed learning. Education Sciences, 14(1), 29. https://doi.org/10.3390/educsci14010029 

Damjanovic, V., & Ledford, E. (2023). Moving toward inclusive practices for children and families: A preschool's journey. Education Sciences, 14(1), 14. https://doi.org/10.3390/educsci14010014  

Santos, R., Santiago, A., & Cruz, C. (2024). Problem posing and problem solving in primary school: Opportunities for the development of different Literacies. Education Sciences, 14(1), 97. https://doi.org/10.3390/educsci14010097  

Clarke, E. B., McCauley, J. B., Lutz, A., Gotelli, M., Sheinkopf, S. J., & Lord, C. (2024). Understanding profound autism: Implications for stigma and supports. Frontiers in Psychiatry, 15. https://doi.org/10.3389/fpsyt.2024.1287096  

Ong, J. J., Kamal Nor, N., Ahmad, N., & Ismail, J. (2024). Behavioural response of parents and children with autism and developmental disorders in times of uncertainty: A Malaysian experience. International Journal of Developmental Disabilities, 1-9. https://doi.org/10.1080/20473869.2023.2301190 

Hijab, M. H., Khattab, S., Al Aswadi, N., Neves, J., Qaraqe, M., Othman, A., Alsulaiti, N., & Al-Thani, D. (2024). The what, where, who, why, which, and how of collaborative play involving autistic children in educational context: A contextual inquiry. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1273757 

David, J. L., Taylor, S., Dew, A., & Watson, J. (2024). Networks of support: Microboards for children with intellectual disability. Journal of Intellectual & Developmental Disability, 1-3. https://doi.org/10.3109/13668250.2023.2289683 

Keller‐Margulis, M. A., Mire, S. S., Loría Garro, E. S., Jellinek‐Russo, E. R., Lozano, I., Hut, A. R., Luu, M. N., Izuno‐Garcia, A. K., Erps, K. H., Landry Pierce, L. N., Tan, S. X., McNeel, M. M., Gardner, S. M., & Duran, B. J. (2024). Measuring academic skill development for students with autism spectrum disorder using curriculum‐based measurement: A scoping review and call for research. Psychology in the Schools. https://doi.org/10.1002/pits.23154 

Sayar, K., Gulboy, E., Yucesoy-Ozkan, S., & Baran, M. S. (2024). High-probability request sequence to increase compliance of children with autism spectrum disorder: A meta-analysis. Behavioral Disorders. https://doi.org/10.1177/01987429231224044

Peyre, H., Peries, M., Madieu, E., David, A., Picot, M., Pickles, A., & Baghdadli, A. (2024). Association of difficulties in motor skills with longitudinal changes in social skills in children with autism spectrum disorder: Findings from the ELENA French cohort. European Child & Adolescent Psychiatry. https://doi.org/10.1007/s00787-023-02324-3 

Kauley, N., John, J., Barr, K., Wu, W. T., Grove, R., Masi, A., & Eapen, V. (2024). Predicting communication skills outcomes for preschool children with autism spectrum disorder following early intervention. Neuropsychiatric Disease and Treatment, 20, 35-48. https://doi.org/10.2147/ndt.s435740 

Grace, J., Nind, M., De Haas, C., & Hope, J. (2024). Expanding possibilities for inclusive research: Learning from people with profound intellectual and multiple disabilities and decolonising research. Social Sciences, 13(1), 37. https://doi.org/10.3390/socsci13010037 

 Moore, T. R., Lee, S., Freeman, R., Mahmoundi, M., Dimian, A., Riegelman, A., & Simacek, J. J. (2024). A Meta-Analysis of Treatment for Self-Injurious Behavior in Children and Adolescents With Intellectual and Developmental Disabilities. Behavior Modification, 0(0). https://doi.org/10.1177/01454455231218742 

Cho, S., & Park, J. (2024). Inclusive education in Japan and its role in international cooperation: Analysis of a project for children with disabilities in Mongolia. Asia Pacific Education Review. https://doi.org/10.1007/s12564-023-09923-4 

Kamp-Becker, I. (2024). Autism spectrum disorder in ICD-11—a critical reflection of its possible impact on clinical practice and research. Molecular Psychiatry. https://doi.org/10.1038/s41380-023-02354-y  

Soeharto, S., Subasi Singh, S., & Afriyanti, F. (2024). Associations between attitudes toward inclusive education and teaching for creativity for Indonesian pre-service teachers. Thinking Skills and Creativity, 51, 101469. https://doi.org/10.1016/j.tsc.2024.101469 

Koldas, M. (2024). Online-formatted training for ABA practitioners: A systematic review. International Journal of Developmental Disabilities, 1-15. https://doi.org/10.1080/20473869.2023.2272092  

Okamoto, C., Valle, D., Paes, A., Chemin, A., Ferreira, J., Luz, L. G., Nakanishi, M. A., & Santos, V. (2024). Camouflage mechanisms in Brazilian children with autistic spectrum disorder: Is there a difference between genders? International Journal of Developmental Disabilities, 1-8. https://doi.org/10.1080/20473869.2023.2294391 

McClure, E. B., Pennington, R. C., & Bewley, S. C. (2024). Evaluating the evidence-base supporting writing instruction strategies for students with autism spectrum disorder: A systematic review of experimental research. Focus on Autism and Other Developmental Disabilities. https://doi.org/10.1177/10883576231221980  

Carrington, S., Park, E., McKay, L., Saggers, B., Harper-Hill, K., & Somerwil, T. (2024). Evidence of transformative leadership for inclusive practice. Teaching and Teacher Education, 141, 104466. https://doi.org/10.1016/j.tate.2023.104466 

Pecukonis, M., Levinson, J., Chu, A., Broder-Fingert, S., Feinberg, E., Cabral, H., & Tager-Flusberg, H. (2024). Investigating the association between socioeconomic status and language skills in children with autism spectrum disorder or other developmental delays. Infant and Child Development, e2493. https://doi.org/10.1002/icd.2493 

Hanley, E., Lehane, E., Martin, A., & Dalton, C. (2024). Factors influencing communication partners of persons with severe/profound intellectual disability use of augmentative and alternative communication: An integrative review. Disability and Rehabilitation: Assistive Technology, 1-17. https://doi.org/10.1080/17483107.2024.2313079 

El Naggar, A., Gaad, E., & Inocencio, S. A. (2024). Enhancing inclusive education in the UAE: Integrating AI for diverse learning needs. Research in Developmental Disabilities, 147, 104685. https://doi.org/10.1016/j.ridd.2024.104685 

Rao, V. S., Srikanth, N., Santosh, S., Sathya Lakshmi PS, Athira ND, Sowmya HR, Ashok Mysore V, & Raman, V. (2024). Parent mediated interventions for children with autism across India: A qualitative study. Journal of Indian Association for Child and Adolescent Mental Health. https://doi.org/10.1177/09731342241226505  

Karagianni, E., & Driga, A.M. (2024). Inclusive learning and development practices for children with autism spectrum disorders and the ICT's role. Global Journal of Engineering and Technology Advances, 18(1), 055-067. https://doi.org/10.30574/gjeta.2024.18.1.0258 

Alarifi, S., Denne, L., Alatifi, N., & Hastings, R. P. (2024). Interventions addressing challenging behaviours in Arab children and adults with intellectual disabilities and/or autism: A systematic review. Journal of Applied Research in Intellectual Disabilities, 37(2). https://doi.org/10.1111/jar.13205  

Wagner, J., Szelei, N., Eloff, I., & Acquah, E. (2024). Together or separate? Tracing classroom pedagogies of (un)belonging for newcomer migrant pupils in two Austrian schools. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1301415  

Townend, G., McGregor, M., Alonzo, D., & Nguyen,  H. T. (2024). What would it take? Enhancing outcomes for high-ability students with disability. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1322872 

Hornby, G., & Kauffman, J. M. (2024). Inclusive education, intellectual disabilities and the demise of full inclusion. Journal of Intelligence, 12(2), 20. https://doi.org/10.3390/jintelligence12020020  

McClure, E. B., Pennington, R. C., & Bewley, S. C. (2024). Evaluating the evidence-base supporting writing instruction strategies for students with autism spectrum disorder: A systematic review of experimental research. Focus on Autism and Other Developmental Disabilities. https://doi.org/10.1177/10883576231221980 

Belperio, I., Walker, R., Bigby, C., Wiesel, I., Rillotta, F., & Hutchinson, C. (2024). Whose voice is it anyway? Adults with intellectual disabilities and future planning: A scoping review of qualitative studies. Journal of Intellectual & Developmental Disability, 1-14. https://doi.org/10.3109/13668250.2023.2293334 

Chung, E. Y., Kuen-fung Sin, K., & Chow, D. H. (2024). Effectiveness of robotic intervention on improving social development and participation of children with autism spectrum disorder – A randomised controlled trial. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-024-06236-2 

Bukhary, A.M. (2023). Unveiling IEP challenges for students with hearing disabilities: Insights from special education teachers.  Information Sciences Letters, 12(11), 3111-3125. https://doi.org/10.18576/isl/121121  

Dewi, S., Tussadiah, N., Salsadila, O. D., & Fitriani, F. (2024). Analysis of social interaction skills of children with special needs with intellectual disabilities in SLBN school Bekasi Regency. Education Achievement: Journal of Science and Research, 71-76. https://doi.org/10.51178/jsr.v5i1.1756 

Ware, J., Buell, S., Chadwick, D. D., Bradshaw, J., & Goldbart, J. (2024). A systematic review of research on staff training as an intervention to develop communication in children and adults with profound intellectual and multiple disabilities. Journal of Applied Research in Intellectual Disabilities, 37(2). https://doi.org/10.1111/jar.13201  

Lievore, R., Cardillo, R., & Mammarella, I. C. (2024). Let's face it! The role of social anxiety and executive functions in recognizing others' emotions from faces: Evidence from autism and specific learning disorders. Development and Psychopathology, 1-13. https://doi.org/10.1017/s0954579424000038 

Ringwood, B., Banks, J., & Shevlin, M. (2024). Breaking new ground? An analysis of the use of embedded occupational therapy in a postsecondary education programme for students with intellectual disabilities. British Journal of Learning Disabilities. https://doi.org/10.1111/bld.12583 

Tremblay, J., Douard, E., & Lanovaz, M. J. (2024). The family game to support parents with intellectual disability in managing challenging behaviours: A replication. Journal of Applied Research in Intellectual Disabilities, 37(2). https://doi.org/10.1111/jar.13207  

Bordini, D., Moya, A. C., Asevedo, G. R., Paula, C. S., Brunoni, D., Brentani, H., Caetano, S. C., Mari, J. D., & Bagaiolo, L. (2024). Exploring the acquisition of social communication skills in children with autism: Preliminary findings from applied behavior analysis (ABA), parent training, and video modeling. Brain Sciences, 14(2), 172. https://doi.org/10.3390/brainsci14020172 

Khamzina, K., Stanczak, A., Brasselet, C., Desombre, C., Legrain, C., Rossi, S., Guirimand, N., & Cilia, F. (2024). Designing effective pre-service teacher training in inclusive education: A narrative review of the effects of duration and content delivery mode on teachers' attitudes toward inclusive education. Educational Psychology Review, 36(1). https://doi.org/10.1007/s10648-024-09851-8 

Baek, C., Aguilar, S. J., & Warschauer, M. (2024). Exploring teachers' self-efficacy and willingness to provide accommodations in teaching students with autism: An intervention study. Teaching and Teacher Education, 140, 104488. https://doi.org/10.1016/j.tate.2024.104488  

Kapoor, B. (2024). The influence of universal design for learning on primary school students' social and emotional competence. An International Approach to Developing Early Career Researchers, 62-73. https://doi.org/10.4324/9781003455066-8

Thompson, J.R.,  Walker, V.L., Carlson, S.R., Carpenter, M.E. &  Edyburn, D.L. (2024). Does planning and arranging individualized supports for students with IDD influence educator confidence and competence in universal design for learning?, International Journal of Developmental Disabilities, DOI: 10.1080/20473869.2023.2286407 

Kotilainen, N., & Takala, M. (2024). "So much invisible work" – the role of special education teachers in Finnish lower secondary schools. Scandinavian Journal of Educational Research, 1-15. https://doi.org/10.1080/00313831.2024.2317733 

Rendoth, T., Duncan, J., Foggett, J., & Colyvas, K. (2024). Curriculum effectiveness for secondary-aged students with severe intellectual disabilities or profound and multiple learning difficulties in Australia: Teacher perspectives. Journal of Intellectual Disabilities. https://doi.org/10.1177/17446295241228729  

Girgis, M., Paparo, J., Roberts, L., & Kneebone, I. (2024). How do children with intellectual disabilities regulate their emotions? The views of teachers. Journal of Mental Health Research in Intellectual Disabilities, 1-22. https://doi.org/10.1080/19315864.2024.2308284 

Laçin, E.,  Ceylan, M., & Çetin, E. (2024). Effects of combined reading intervention on reading fluency and comprehension of three young adults with autism. International Journal of Developmental Disabilities, 0(0), xx-xx.DOI: 10.1080/20473869.2024.2318871

Papadopoulos, A., Fouska, S., Tafiadis, D., Trimmis, N., Plotas, P., & Siafaka, V. (2023). Psychometric properties of the Greek version of the autism parenting stress index (APSI) among parents of children with autism spectrum disorder. Diagnostics, 13(20), 3259. https://doi.org/10.3390/diagnostics13203259  

Sadeghi, S.,  AL-Dossary, S.A.,  Namazi, S.A., & Pouretemad, H.R. (2024), The Early Social Cognition Inventory - Autism Version: psychometric properties for young children with autism spectrum disorder. International Journal of Developmental Disabilities, 0(0), xx-xx. DOI: 10.1080/20473869.2024.2318872

Carrington, S., Mavropoulou, S., Saggers, B., and Nepal, S. (2024). Inclusive Education in Australia Policy Review. Autism CRC.

Tincani, M., Brodhead, M.T. & Dowdy, A.  (2024). ABA Promotes Autonomy and Choice of People with Intellectual and Developmental Disabilities. Journal of Developmental and  Physical Disabilities, 0(0), xx-xx. https://doi.org/10.1007/s10882-024-09949-5 

Delehanty, A., Lorio, C. M., Romano, M., Brown, J. A., Woods, J. J., & Wetherby, A. M. (2024). Social communication and parent verbal responsiveness across interaction contexts in toddlers on the autism spectrum. American Journal of Speech-Language Pathology, 1-17. https://doi.org/10.1044/2024_ajslp-23-00319 

Chezan, L. C., Bauer, A., Drasgow, E., Garcia, H., & Warman, A. (2024). Generalization and discrimination of positively reinforced explicit Mands in young children with autism spectrum disorder. Behavior Modification. https://doi.org/10.1177/01454455241228768 

Suswaram, S., Brady, N. C., & Boyd, B. (2024). The impact of parenting stress and cultural orientation on communication skills in minimally verbal children with autism spectrum disorders: A comparative study in India and the US. Research in Autism Spectrum Disorders, 112, 102337. https://doi.org/10.1016/j.rasd.2024.102337   

Gustafson, S. J., Newsome, E., Pilling, N., & Segura, E. (2024). Survey of collaboration supporting students who are deaf and hard of hearing. Journal of Deaf Studies and Deaf Education, 0(0), xx-xx. https://doi.org/10.1093/deafed/enae006  

Lutz, S., Frey, A., Rank, A., & Gebhardt, M. (2024). InClass – an instrument to assess classroom management in inclusive and special education with a focus on heterogeneous learning groups. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1316059  

Codina, G., & Robinson, D. (2024). Teachers' continuing professional development: Action research for inclusion and special educational needs and disability. Education Sciences, 14(2), 140. https://doi.org/10.3390/educsci14020140 

Simensen, A. M., & Olsen, M. H. (2024). Gifted students' actualization of a rich task's mathematical potential when working in small groups. Education Sciences, 14(2), 151. https://doi.org/10.3390/educsci14020151 

Matei, A., & Ghența, M. (2024). Quality of life of children from families affected by migration: The role of educational policies. Education Sciences, 14(2), 173. https://doi.org/10.3390/educsci14020173 

Christodoulidou, P., & Sidiropoulou, C. (. (2024). Teachers' experiences of online/Distance teaching and learning during the COVID-19 pandemic in mainstream classrooms with vulnerable students in Cyprus. Education Sciences, 14(2), 189. https://doi.org/10.3390/educsci14020189 

Narot, P., & Kiettikunwong, N. (2024). Value Co-creation: A strategy for enhancing inclusiveness in special education. Education Sciences, 14(2), 208. https://doi.org/10.3390/educsci14020208 

Ragmoun, W., & Alfalih, A. A. (2024). Inclusive special needs education and happiness of students with physical disabilities in Saudi Arabia: The role of school satisfaction and self-concept. Education Sciences, 14(2), 209. https://doi.org/10.3390/educsci14020209 

Peart, A. M., Drevon, D. D., & Jasper, A. D. (2024). A comparison of single-case effect measures using check-in check-out data. Behavior Modification, 0(0), xx-xx. https://doi.org/10.1177/01454455241233738    

Sabatier, E., Leybaert, J., & Chetail, F. (2024). Orthographic learning in French-speaking deaf and hard of hearing children. Journal of Speech, Language, and Hearing Research, 1-16. https://doi.org/10.1044/2023_jslhr-23-00324 

Cheng, S., & Li, X. (2024). Career burnout in parents of deaf and hard-of-Hearing children: Do self-regulation and resilience matter? Journal of Developmental and Physical Disabilities, 0(0), xx-xx. https://doi.org/10.1007/s10882-024-09950-y 

Moeller, M. P., Gale, E., Szarkowski, A., Smith, T., Birdsey, B. C., Moodie, S. T., Carr, G., Stredler-Brown, A., Yoshinaga-Itano, C., FCEI-DHH International Consensus Panel, & Holzinger, D. (2024). Family-centered early intervention deaf/Hard of hearing (FCEI-DHH): Introduction. Journal of Deaf Studies and Deaf Education, 29(SI), SI3-SI7. https://doi.org/10.1093/deafed/enad035

Szarkowski, A., Moeller, M. P., Gale, E., Smith, T., Birdsey, B. C., Moodie, S. T., Carr, G., Stredler-Brown, A., Yoshinaga-Itano, C., FCEI-DHH International Consensus Panel, & Holzinger, D. (2024). Family-centered early intervention deaf/Hard of hearing (FCEI-DHH): Support principles. Journal of Deaf Studies and Deaf Education, 29(SI), SI64-SI85. https://doi.org/10.1093/deafed/enad039 

Szarkowski, A., Gale, E., Moeller, M. P., Smith, T., Birdsey, B. C., Moodie, S. T., Carr, G., Stredler-Brown, A., Yoshinaga-Itano, C., FCEI-DHH International Consensus Panel, & Holzinger, D. (2024). Family-centered early intervention deaf/Hard of hearing (FCEI-DHH): Structure principles. Journal of Deaf Studies and Deaf Education, 29(SI), SI86-SI104. https://doi.org/10.1093/deafed/enad040 

Szarkowski, A., Birdsey, B. C., Smith, T., Moeller, M. P., Gale, E., Moodie, S. T., Carr, G., Stredler-Brown, A., Yoshinaga-Itano, C., & Holzinger, D. (2024). Family-centered early intervention deaf/Hard of hearing (FCEI-DHH): Call to action. Journal of Deaf Studies and Deaf Education, 29(SI), SI105-SI111. https://doi.org/10.1093/deafed/enad041     

Lam, K. K., Chan, C. N., Wong, L. H., He, Y., Lin, X., & Chi, P. (2024). A qualitative investigation on the resilience of parents of children with autism spectrum disorder in Macau. Research in Autism Spectrum Disorders, 113, 102357. https://doi.org/10.1016/j.rasd.2024.102357  

Saban-Bezalel, R., Zachor, D. A., Avni, E., & Ben-Itzchak, E. (2024). Younger age is associated with better outcomes in autism severity, language, and adaptive skills after one school year in autism special education classes. Research in Autism Spectrum Disorders, 113, 102350. https://doi.org/10.1016/j.ra

Walker, V. L., Coogle, C., Mickelson, A., & Masud, A. B. (2024). Paraeducator perspectives on supporting students with autism spectrum disorder: Implications for improving paraeducator training and supervision. Focus on Autism and Other Developmental Disabilities. https://doi.org/10.1177/10883576241232887 

Kim, G. Y., SoHyun, L., Tuck, K. N., & Martinez, J. R. (2024). Effects of embedding special interest area in instruction on the engagement and out-of-Seat behaviors of children with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities. https://doi.org/10.1177/10883576241232894 

Llorent, V. J., Núñez-Flores, M., & Kaakinen, M. (2024). Inclusive education by teachers to the development of the social and emotional competencies of their students in secondary education. Learning and Instruction, 91, 101892. https://doi.org/10.1016/j.learninstruc.2024.101892 

Baheretibeb, Y., & Whitehead, C. (2024). "It takes a village to raise a child," university teachers' views on traditional education, modern education, and future I integration in Ethiopia. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1348377 

Lemoine, L., Bernier, T., Peter, L., Noël, Y., & Besançon, M. (2024). Teachers' attitudes toward inclusive education for children with disabilities. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-024-00812-x 

Algethami, R.K. (2024). Quality of Life of Students with Intellectual Disabilities in Schools: Special Education Teachers' Perspectives. Journal of Educational and Social Research.

Gallagher, T. L., Bennett, S., Somma, M., & White, R. (2024). A work in progress: Inclusion for students with developmental disabilities from the perspectives of principals and teachers. International Journal of Inclusive Education, 1-18. https://doi.org/10.1080/13603116.2024.2326613 

Pérez-Vázquez, E., Lorenzo, G., Lorenzo-Lledó, A., & Lledó, A. (2024). Analysis of the application of the bee-bot robot for the development of social reciprocity skills in students with autism spectrum disorder. International Journal of Social Robotics. https://doi.org/10.1007/s12369-024-01099-0 

Oppenheim, D., Koren-Karie, N., Slonim, M., Mottes-Peleg, M., Sher-Censor, E., Dolev, S., & Yirmiya, N. (2024). Maternal and paternal insightfulness and reaction to the diagnosis in families of preschoolers with autism spectrum disorder: Associations with observed parental sensitivity and inter-parent interaction. Attachment & Human Development, 1-19. https://doi.org/10.1080/14616734.2024.2326416 

Saban-Bezalel, R., Ben-Itzchak, E., & Zachor, D. A. (2024). Friendship in autism spectrum disorder is related to diverse developmental changes between toddlerhood and adolescence. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-024-06284-8 

Alsamih, M. (2024). Social experiences of deaf and hard‐of‐hearing students at a Saudi Arabian university: A qualitative study. British Journal of Special Education.

Eddy, C. L., Herman, K. C., & Reinke, W. M. (2024). Stress management programs for special education teachers. Journal of Emotional and Behavioral Disorders. https://doi.org/10.1177/10634266241234917tellectual disabilities (ID): A scoping review. European Journal of Special Needs Education, 1-16. https://doi.org/10.1080/08856257.2024.2323250 

Comino, D., Roche, L., & Duncan, J. (2024). Augmentative and alternative communication and deaf children with disabilities. Deafness & Education International, 1-25. https://doi.org/10.1080/14643154.2024.2316959 

Wåger, J., & Bagger, A. (2024). Didactic dimensions of teaching content for and with students with intellectual disabilities (ID): A scoping review. European Journal of Special Needs Education, 1-16. https://doi.org/10.1080/08856257.2024.2323250 

Beltran-Arreche, M., Fullana Noell, J., & Pallisera Díaz, M. (2024). Women with intellectual disabilities and motherhood: Barriers, supports and demands. International Journal of Developmental Disabilities, 1-11. https://doi.org/10.1080/20473869.2024.2318865 

Cashin, A., Morphet, J., Wilson, N.J., & Pracilio, A. (2024). Barriers to communication with people with developmental disabilities: A reflexive thematic analysis. Nursing & health sciences, 26 1, e13103 .

Pouya, S., Bayındır, E., & Pouya, S. (2024). Sensory garden design proposal for children with autism spectrum disorder. Support for Learning

Hyassat, M., Al-Bakar, A., Al-Makahleh, A., & Al-Zyoud, N. (2024). Special education teachers' perceptions of parental involvement in inclusive education. Education Sciences, 14(3), 294. https://doi.org/10.3390/educsci14030294 

Dell'Armo, K., & Tassé, M. J. (2024). Diagnostic overshadowing of psychological disorders in people with intellectual disability: A systematic review. American Journal on Intellectual and Developmental Disabilities, 129(2), 116-134. https://doi.org/10.1352/1944-7558-129.2.116 

Rao, P. T., & Solomon, J. M. (2024). Training response abilities of children with intellectual disabilities: A randomized controlled trial. Journal of Motor Behavior, 1-14. https://doi.org/10.1080/00222895.2024.2322555 

Kim, G. Y., Lee, S., Tuck, K. N., & Martinez, J. R. (2024). Effects of embedding special interest area in instruction on the engagement and out-of-Seat behaviors of children with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities. https://doi.org/10.1177/10883576241232894  

Alothman, A. A., Ebrahim, M. T., & Gadelrab, H. F. (2024). Challenges, practices, and impact of COVID-19 among mothers of children with autism spectrum disorder in cities and remote areas in Saudi Arabia. Research in Developmental Disabilities, 148, 104718. https://doi.org/10.1016/j.ridd.2024.104718 

Staffans, E., Ström, K., & Björklund, S. (2024). Supporting children with speech, language and communication needs: Finnish early childhood special education teachers' views. Journal of International Special Needs Education. https://doi.org/10.9782/jisne-d-22-00002 

Symeonidou, S., Tsakiri, M., & Mavrou, K. (2024). Inclusive education in the aftermath of the pandemic: Lessons from mainstream and special teachers who 'escaped the room'. European Educational Research Journal. https://doi.org/10.1177/14749041241236895 

Yan, T., Hou, Y., & Deng, M. (2024). The effect of parental burnout on psychological adjustment among Chinese children with developmental disabilities: The roles of parental autonomy support and psychological control. International Journal of Developmental Disabilities, 1-14. https://doi.org/10.1080/20473869.2024.2331830 

Hoffmann, A., Thurman, A., Sterling, A., Kover, S., Finestack, L., Berry-Kravis, E., Edgin, J., Drayton, A., Fombonne, E., & Abbeduto, L. (2022). Analysis of a repetitive language coding system: Comparisons between fragile X syndrome, autism, and Down syndrome. Brain Sciences, 12(5), 575. https://doi.org/10.3390/brainsci12050575 

Pochon, R., Touchet, C., & Ibernon, L. (2022). Recognition of basic emotions with and without the use of emotional vocabulary by adolescents with Down syndrome. Behavioral Sciences, 12(6), 167. https://doi.org/10.3390/bs12060167 

Carbone, A., Castaldi, M., & Szpunar, G. (2023). The relationship between teachers and pupils with Down syndrome: A qualitative study in primary schools. Behavioral Sciences, 13(3), 274. https://doi.org/10.3390/bs13030274 

Granone, F., Stokke, M., Damnotti, S., Chicco, C., & Pollarolo, E. (2022). Mothers' perception about mediated learning strategies used in the home environment for supporting the transfer ability in children with Down syndrome: An exploratory investigation. Disabilities, 2(2), 264-278. https://doi.org/10.3390/disabilities2020019      

Berenguer, C., Rosa, E., De Stasio, S., & Choque Olsson, N. (2024). Sleep quality relates to language impairment in children with autism spectrum disorder without intellectual disability. Sleep Medicine, 117, 99-106. https://doi.org/10.1016/j.sleep.2024.03.028 

Garman‐McClaine, B. (2024). A comparison of general and special education teachers' attitudes toward evidence‐based practices for students with autism spectrum disorder. Psychology in the Schools. https://doi.org/10.1002/pits.23195 

Prisiazhniuk, D., Makoelle, T. M., & Zangieva, I. (2024). Teachers' attitudes towards inclusive education of children with special educational needs and disabilities in Central Asia. Children and Youth Services Review, 160, 107535. https://doi.org/10.1016/j.childyouth.2024.107535 

Tebar-Yébana, S., Navarro-Mateu, D., Gómez-Domínguez, M. T., & Gómez-Dominguez, V. (2024). Educational inclusion and satisfaction of families of students with intellectual disabilities: A bibliometric study. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1335168 

Bachtsis, R., Perifanou, M., & Economides, A. A. (2024). Challenges faced by students with special needs in primary education during online teaching. Education Sciences, 14(3), 220. https://doi.org/10.3390/educsci14030220 

Somo, C. M. (2024). The mental well-being and inclusion of refugee children: Considerations for culturally responsive trauma-informed therapy for school psychologists. Education Sciences, 14(3), 249. https://doi.org/10.3390/educsci14030249 

Alves, I., Christodoulidis, A., Carpenter, J., & Hogg, V. M. (2024). Practitioner enquiry as lifelong teacher education for inclusion. Education Sciences, 14(3), 268. https://doi.org/10.3390/educsci14030268 

Hyassat, M., Al-Bakar, A., Al-Makahleh, A., & Al-Zyoud, N. (2024). Special education teachers' perceptions of parental involvement in inclusive education. Education Sciences, 14(3), 294. https://doi.org/10.3390/educsci14030294 

Dube, B., & Setlalentoa, W. (2024). But we do not know anything, we were born in this predicament: Experiences of learners facing xenophobia in South Africa. Education Sciences, 14(3), 297. https://doi.org/10.3390/educsci14030297 

Hanssen, N. B., & Alekseeva, A. A. (2024). Inclusion and inclusive education in Russia: Analysis of legislative and strategic documents at the state level between 2012–2014. Education Sciences, 14(3), 312. https://doi.org/10.3390/educsci14030312 

Selisko, T. J., Klopp, E., Eckert, C., & Perels, F. (2024). Attitudes toward inclusive education from a network perspective. Education Sciences, 14(3), 319. https://doi.org/10.3390/educsci14030319 

Johnston, L., Maciver, D., Rutherford, M., Gray, A., Curnow, E., & Utley, I. (2024). A brief neuro-affirming resource to support school absences for autistic learners: Development and program description. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1358354 

Alghazo, E., Abo Hamza, E., & Bedewy, D. (2024). Exploring the effectiveness of a novel memory training program for students with learning disabilities in the United Arab Emirates: Investigating the role of gender differences. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1330906 

Sultana, R., & Hameed, A. (2024). Parental attitudes towards educational placement of their children with intellectual disabilities in regular schools. Journal of Asian Development Studies, 13(1), 198-207. https://doi.org/10.62345/jads.2024.13.1.17 

Draper, E. A., Brown, L. S., & Jellison, J. A. (2024). Identifying elements of inclusion: Interviews with elementary music teachers about their students with autism spectrum disorder. Update: Applications of Research in Music Education. https://doi.org/10.1177/87551233241237498 

Morere, D. A., Allen, T. E., Jaeger, M., & Winthrop, D. (2023). Sign language delays in deaf 3- to 5-year-olds with deaf parents. Journal of Deaf Studies and Deaf Education, 29(2), 115-133. https://doi.org/10.1093/deafed/enad059     

Wolbers, K., Dostal, H., Holcomb, L., & Spurgin, K. (2024). Writing instruction with grade-level/college-bound secondary deaf students. Journal of Deaf Studies and Deaf Education, 29(2), 145-157. https://doi.org/10.1093/deafed/enad062 

Berent, G. P., Kelly, R. R., Rizzo, S. P., Chen, Z., Schueler-Choukairi, T., Persky, K., Schmitz, K. L., & Van Horn, S. (2023). Academic verb knowledge of DHH college students and their hearing peers. Journal of Deaf Studies and Deaf Education, 29(2), 158-169. https://doi.org/10.1093/deafed/enad053 

Udugama, L. S., Nethsinghe, R., Southcott, J., Kularathna, S., Dhanapala, T. D., & Alwis, K. A. (2023). Sign language usage of deaf or hard of hearing Sri lankans. Journal of Deaf Studies and Deaf Education, 29(2), 187-198. https://doi.org/10.1093/deafed/enad055 

Rivera, M. C., Catalano, J. A., Branum-Martin, L., Lederberg, A. R., & Antia, S. D. (2023). The quality of teaching behaviors in learning environments of DHH students. Journal of Deaf Studies and Deaf Education, 29(2), 230-244. https://doi.org/10.1093/deafed/enad046 

Stefánsdóttir, H., Crowe, K., Magnússon, E., Guiberson, M., Másdóttir, T., Ágústsdóttir, I., & Baldursdóttir, Ö. V. (2023). Measuring speech intelligibility with deaf and hard-of-hearing children: A systematic review. Journal of Deaf Studies and Deaf Education, 29(2), 265-277. https://doi.org/10.1093/deafed/enad054 

Gardiner-Walsh, S. J., & Giese, K. (2023). Supporting home language access using cued speech. Journal of Deaf Studies and Deaf Education, 29(2), 280-281. https://doi.org/10.1093/deafed/enad051 

Rios, K., & Buren, M. (2023). Parents' experiences transitioning from early intervention services to school services. Journal of Early Intervention, 46(1), 58-75. https://doi.org/10.1177/10538151231159634 

Wauters, L., & Dirks, E. (2024). Interactive storybook reading to enhance language, literacy, and social–emotional skills. Journal of Deaf Studies and Deaf Education, 29(2), 286-287. https://doi.org/10.1093/deafed/enae003 

Gentzke, S. (2024). School belonging and deaf adolescents. Journal of Deaf Studies and Deaf Education, 29(2), 288-289. https://doi.org/10.1093/deafed/enae002 

Dostal, H., Wolbers, K., & Holcomb, L. (2024). Strategic and interactive writing instruction. Journal of Deaf Studies and Deaf Education, 29(2), 292-293. https://doi.org/10.1093/deafed/enae001 

Subban, P., Woodcock, S., Bradford, B., Romano, A., Sahli Lozano, C., Kullmann, H., Sharma, U., Loreman, T., & Avramidis, E. (2024). What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion. Teachers and Teaching, 1-16. https://doi.org/10.1080/13540602.2024.2338398 

Van Noorden, L., Gardiner, S., & Waddington, H. (2024). Parent-mediated naturalistic developmental behavioral interventions for young autistic children: A systematic literature review of single-case research. Review Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s40489-024-00439-0 

Draper, E. A., Brown, L. S., & Jellison, J. A. (2024). Identifying elements of inclusion: Interviews with elementary music teachers about their students with autism spectrum disorder. Update: Applications of Research in Music Education. https://doi.org/10.1177/87551233241237498  

McDaniel, J. (2024). Effects of a contingent responses intervention on the quantity and quality of vocalizations of preschool children with autism spectrum disorder. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-024-06279-5 

Rutter, T., Hastings, R., Murray, C., Enoch, N., Johnson, S., & Stinton, C. (2024). Psychological wellbeing in parents of children with Down syndrome: A systematic review and meta-analysis. Clinical Psychology Review, 102426. https://doi.org/10.1016/j.cpr.2024.102426 

Tebar-Yébana, S., Navarro-Mateu, D., Gómez-Domínguez, M. T., & Gómez-Dominguez, V. (2024). Educational inclusion and satisfaction of families of students with intellectual disabilities: A bibliometric study. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1335168 

Curtin, C., Bandini, L. G., Forquer, M., Cullen, P., Rancaño, K. M., Must, A., Schreck, K., Bowling, A. B., Askenazy, N., Wei, X., Irish, C., & Stanish, H. I. (2024). A remotely‐delivered pilot and feasibility program to promote physical and food literacy in adolescents with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 37(3). https://doi.org/10.1111/jar.13228 

Wiesel, I., Bigby, C., Van Holstein, E., & Gleeson, B. (2024). Inclusive mainstream services for people with intellectual disabilities: A relational approach. Journal of Intellectual & Developmental Disability, 1-11. https://doi.org/10.3109/13668250.2024.2334336 

Teo, T., Koh, H. C., Mohd Zambri, N., Zaccario, M. L., Sossin, K. M., & Wong, C. M. (2024). Ethnic group differences in the timing of autism diagnosis, intellectual disability, and educational placement of autistic children in Singapore. Journal of Racial and Ethnic Health Disparities. https://doi.org/10.1007/s40615-024-01957-7 

Mullins, P., Hakobyan, T., & Harutyunyan, M. (2024). In conversation with normativity: Perceptions and disruptions of inclusive education in Armenia. Children and Youth Services Review, 160, 107540. https://doi.org/10.1016/j.childyouth.2024.107540 

Álvarez-Couto, M., García-Villamisar, D., & Del Pozo, A. (2024). Variables related to the presence of challenging behaviors in adults with intellectual disability with and without autism spectrum disorder: A comparative, predictive and transdiagnostic study. Journal of Mental Health Research in Intellectual Disabilities, 1-21. https://doi.org/10.1080/19315864.2024.2333244      

Pinczynski, M., & Pennington, R. (2024). Economical approaches to increasing communication instruction for students with autism spectrum disorder. Intervention in School and Clinic. https://doi.org/10.1177/10534512241235125 

Luthra, R., Tideman, M., & Staland-Nyman, C. (2024). Disability day programs for people with intellectual disability: Characteristics and long-term perspectives. Journal of Intellectual Disabilities. https://doi.org/10.1177/17446295241245782 

Li, Z., Ramli, S. H., Romli, M. H., Ahmad Azmeer, R., Sulaiman, P. S., Lin, C., Fei, B., Chu, Q., Yu, X., & You, D. (2024). Focus group discussion on factors for development of somatosensory games on hand function training for self-care ability of children with autism. International Journal of Developmental Disabilities, 1-13. https://doi.org/10.1080/20473869.2023.2301188 

Zhang, Z., Xin, W., Wang, L., & Liu, C. (2024). Teaching assistant roles in supporting students with intellectual and developmental disabilities in Chinese primary classrooms: Divergent expectations among general education teachers and teaching assistants. International Journal of Developmental Disabilities, 1-21. https://doi.org/10.1080/20473869.2024.2321403 

Almughyiri, S. (2024). Saudi teachers 'knowledge and implementation of transitional skills and transition planning for students with autism spectrum disorder in Saudi Arabia. International Journal of Developmental Disabilities, 1-9. https://doi.org/10.1080/20473869.2024.2327783 

Berenguer, C., Pardo, A., Rosa, E., Gómez, S., & Santamarina, C. (2024). Coping strategies in mothers of children with autism and attention deficit hyperactivity disorder: Latent profile analysis. International Journal of Developmental Disabilities, 1-13. https://doi.org/10.1080/20473869.2024.2331748 

Şimşek, K. N., Günhan Şenol, N. E., Birol, N. Y., & Yaşar Gündüz, E. (2024). Investigation of communicative behaviors and communication functions of Turkish individuals with autism spectrum disorder through communication matrix. International Journal of Developmental Disabilities, 1-16. https://doi.org/10.1080/20473869.2024.2331836 

Pan, Q., Bak, M. Y., Yang, Y., & Beckstrand, M. J. (2024). Chinese caregivers' attitudes towards ABA-based interventions for their autistic children: A qualitative exploration. International Journal of Developmental Disabilities, 1-15. https://doi.org/10.1080/20473869.2024.2331837      

Bouck, E., Jakubow, L., & Reiley, S. (2024). Special education of students with intellectual disabilities: Advancing values. Special Education, 55-68. https://doi.org/10.1108/s0270-401320240000038004 

Kearney, K. B., Wood, J., Berlingo, L., & Dukes, C. (2024). Using the "Cool versus not cool" discrimination procedure to teach social skills remotely to adults with autism. Focus on Autism and Other Developmental Disabilities. https://doi.org/10.1177/10883576241238712 

Alasim, K. N., & Al-Otabi, W. M. (2024). Evaluation of the implementation of transition programs for students with intellectual disability in high schools in Saudi Arabia. Children and Youth Services Review, 160, 107594. https://doi.org/10.1016/j.childyouth.2024.107594   

Peng, P., Fu, W., & Wei, S. (2024). Video model on social media use skills for adolescents with intellectual disabilities. International Journal of Developmental Disabilities, 1-12. https://doi.org/10.1080/20473869.2024.2338303 

Zonneveld, E., Rademakers, J., Van Schelven, F., & Boeije, H. (2024). When life changes: Use and effects of behavioral coping strategies among relatives of people with intellectual disabilities during the COVID-19 pandemic. International Journal of Developmental Disabilities, 1-11. https://doi.org/10.1080/20473869.2024.2340181 

Russell, K., Bhatt, A., Rackham, K., & Vernon, T. (2024). Online social interaction skill group for adolescents on the autism spectrum: Preliminary outcomes of the START connections program. Research in Autism Spectrum Disorders, 114, 102397. https://doi.org/10.1016/j.rasd.2024.102397    

Tsirigoti, A., & Georgiadi, M. (2024). The efficacy of music therapy programs on the development of social communication in children with autism spectrum disorder: A systematic review. Education Sciences, 14(4), 373. https://doi.org/10.3390/educsci14040373 

Samuelsson, J., Åsberg Johnels, J., Holmer, E., Palmqvist, L., Heimann, M., Reichenberg, M., Lundälv, M., & Thunberg, G. (2024). 'To have a plan': Teachers' perceptions of working with a literacy instruction combining phonics and comprehension applications for students with intellectual disability and communication difficulties. Disability and Rehabilitation: Assistive Technology, 1-11. https://doi.org/10.1080/17483107.2024.2340094 

Wiesel, I., Bigby, C., Van Holstein, E., & Gleeson, B. (2024). Inclusive mainstream services for people with intellectual disabilities: A relational approach. Journal of Intellectual & Developmental Disability, 1-11. https://doi.org/10.3109/13668250.2024.2334336 

Lory, C., & Gregori, E. (2024). Comparison of the what works Clearinghouse standards for single-case research: Applications for systematic reviews. Behavioral Disorders. https://doi.org/10.1177/01987429241237712 

Carlson, S. R., Munandar, V., & Thompson, J. R. (2024). Outcomes for adults with intellectual and developmental disabilities receiving long-term services and supports: A systematic review of the literature. Intellectual and Developmental Disabilities, 62(2), 137-150. https://doi.org/10.1352/1934-9556-62.2.137 

DuBois, L. A., Bradley, V., & Isvan, N. (2024). An observational investigation of unemployment, underemployment, and competitive integrated employment of people with intellectual and developmental disabilities in 2021-2022. Disability and Health Journal, 101620. https://doi.org/10.1016/j.dhjo.2024.101620 

Robinson Williams, A., Amoakohene, E., Maenner, M. J., Zahorodny, W., DiRienzo, M., Grzybowski, A., Hall‐Lande, J., Pas, E. T., Bakian, A. V., Lopez, M., Patrick, M., Shenouda, J., & Shaw, K. A. (2024). Community testing practices for autism within the autism and developmental disabilities monitoring network. Paediatric and Perinatal Epidemiology. https://doi.org/10.1111/ppe.13077 

Bruno, A., Polo-Blanco, I., Van Vaerenbergh, S., Fernández-Cobos, R., & González-López, M. J. (2024). Strategies for solving multiplicative problems using a conceptual model-based problem-solving approach. A case study with a student with autism spectrum disorder. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-024-01568-w 

Gettinger, M., Kratochwill, T. R., Levin, J. R., Eubanks, A., & Foy, A. (2024). Academic and behavior combined support: A single-case practice-based replication study. Journal of School Psychology, 104, 101307. https://doi.org/10.1016/j.jsp.2024.101307 

Minuk, A., & Shurr, J. (2023). Identification and educational placement of students with intellectual disability: A snapshot from Ontario, Canada. https://doi.org/10.2139/ssrn.4612999  

Orum Cattik, E., Dogan Aslan, S., & Ergenekon, Y. (2024). The effectiveness of video model with bug-in-Ear coaching in the instruction of employment skills to adolescents with autism spectrum disorder. International Journal of Developmental Disabilities, 1-14. https://doi.org/10.1080/20473869.2024.2331809 

Curtin, C., Bandini, L. G., Forquer, M., Cullen, P., Rancaño, K. M., Must, A., Schreck, K., Bowling, A. B., Askenazy, N., Wei, X., Irish, C., & Stanish, H. I. (2024). A remotely‐delivered pilot and feasibility program to promote physical and food literacy in adolescents with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 37(3). https://doi.org/10.1111/jar.13228 

Quinn, S., & Machalicek, W. (2024). IEP meeting facilitation strategies for meaningful inclusion of students with disabilities. TEACHING Exceptional Children. https://doi.org/10.1177/00400599241242121 

Rhaman, N., & A Rahman, P. (2024). Occupational therapy interventions in promoting social communication skills among children with autism spectrum disorder: A scoping review. The Medical Journal of Malaysia, 79 Suppl 1, 187-196.

Yusta (2024). Transiting from Units to Inclusive Education: Implication on Intellectual Disability Pupils' Skills Development; Case Study at Dodoma City. International Journal For Multidisciplinary Research.

Hou, S., Cai, P., Yu, L., Cui, H., Hu, J., & Wei, Z. (2024). Improving the social communication skills of preschoolers with autism spectrum disorder: Robot-based intervention on picture exchange communication system use. International Journal of Developmental Disabilities, 1-16. https://doi.org/10.1080/20473869.2024.2345957 

Rizvi, A. Z., & Batool, S. S. (2024). A qualitative study on perspective of parental stress and lower marital quality among parents of children with autism spectrum disorder. International Journal of Developmental Disabilities, 1-20. https://doi.org/10.1080/20473869.2024.2341196 

Vagnetti, R., Vicovaro, M., Spoto, A., Battaglini, L., Attanasio, M., Valenti, M., & Mazza, M. (2024). Atypical time to contact estimation in young adults with autism spectrum disorder. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-024-06352-z 

Shelley, L., Jones, C., Pearson, E., Richards, C., Crawford, H., Paricos, A., Greenhill, C., Woodhead, A., Tarver, J., & Waite, J. (2024). Measurement tools for behaviours that challenge and behavioural function in people with intellectual disability: A systematic review and meta-analysis of internal consistency, inter-rater reliability, and test-retest reliability. Clinical Psychology Review, 110, 102434. https://doi.org/10.1016/j.cpr.2024.102434 

Garcia, J. M., Hahs-Vaughn, D., Murray, M., Perry, C., Brazendale, K., Rice, D. J., & Fukuda, D. H. (2024). The physical and psychosocial benefits of a family judo program for parents of children with autism spectrum disorder: A pilot study. Disability and Health Journal, 101631. https://doi.org/10.1016/j.dhjo.2024.101631 

Samuelsson, J., Åsberg Johnels, J., Holmer, E., Palmqvist, L., Heimann, M., Reichenberg, M., Lundälv, M., & Thunberg, G. (2024). 'To have a plan': Teachers' perceptions of working with a literacy instruction combining phonics and comprehension applications for students with intellectual disability and communication difficulties. Disability and Rehabilitation: Assistive Technology, 1-11. https://doi.org/10.1080/17483107.2024.2340094 

Navas, P., Esteban, L., Arias, V., & Verdugo, M. A. (2024). Improving quality of life and reducing behavioral problems of people with intellectual and developmental disabilities through deinstitutionalization. Psicothema, 36(2), 113-122.

Sánchez-Gómez, V., Verdugo, M. Á., Crespo, M., & San Román, A. (2024). A pioneer tool to reduce restrictive practices toward people with intellectual and developmental disabilities. Behavioral Sciences, 14(4), 344. https://doi.org/10.3390/bs14040344 

Rakap, S., & Balikci, S. (2024). Enhancing IEP goal development for preschoolers with autism: A preliminary study on ChatGPT integration. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-024-06343-0 

Jackson, I., Dagnan, D., Golding, L., & Rayner‐Smith, K. (2024). How do people with intellectual disabilities understand friendship? A systematic meta‐synthesis. Journal of Applied Research in Intellectual Disabilities, 37(4). https://doi.org/10.1111/jar.13244  

Brock, M. E. (2018). Trends in the educational placement of students with intellectual disability in the United States over the past 40 years. American Journal on Intellectual and Developmental Disabilities, 123(4), 305-314. https://doi.org/10.1352/1944-7558-123.4.305 

Barwasser, A., Schulze, S., Gieseler, C., & Grünke, M. (2024). Effects of a Math Single-Case Intervention on Word Problem-Solving in Students With Learning Disabilities and Emotional and Behavioral Disorders. Exceptional Children, 0(0). https://doi.org/10.1177/00144029241247037 

Lambert, J. M., Meadan-Kaplansky, H., & Ledford, J. R. (2024). Measuring generality and social validity in single case research. Single Case Research Methodology, 96-117. https://doi.org/10.4324/9781003294726-8  

Ledford, J. R., Lane, J. D., & Tate, R. (2024). Evaluating single case research. Single Case Research Methodology, 292-306. https://doi.org/10.4324/9781003294726-20 

O'Loghlen, J., McKenzie, M., Lang, C., & Paynter, J. (2024). Repetitive behaviors in autism and obsessive-compulsive disorder: A systematic review. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-024-06357-8 

Russell, K., Bhatt, A., Rackham, K., & Vernon, T. (2024). Online social interaction skill group for adolescents on the autism spectrum: Preliminary outcomes of the START connections program. Research in Autism Spectrum Disorders, 114, 102397. https://doi.org/10.1016/j.rasd.2024.102397 

Duvall, S. W., Greene, R. K., Phelps, R., Rutter, T. M., Markwardt, S., Grieser Painter, J., Cordova, M., Calame, B., Doyle, O., Nigg, J. T., Fombonne, E., & Fair, D. (2024). Factors associated with confirmed and unconfirmed autism spectrum disorder diagnosis in children volunteering for research. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-024-06329-y 

Yuan, W., Dong, P., Zhang, L.-f., & Xie, Z. (2024). Acceptance of disability, attitudes toward disability, and coping in adolescents with visual impairments: A cross-lagged study. Rehabilitation Psychology. Advance online publication. https://doi.org/10.1037/rep0000559 

Palacios Zumba, E. M., Herrera Toledo, M. J., Villacrés Correa, M. F., Jácome Achi, S. S., Moreta Maldonado, P. A., Vélez Monrroy, S. G., & Posso Pacheco, R. J. (2024). Classrooms in hospitals as spaces of opportunity towards inclusive education. Community and Interculturality in Dialogue, 4, 130. https://doi.org/10.56294/cid2024130 

Sarkar, T. (2024). Becoming a disabled, multi-lingual, colonized, Indian researcher. Disability as Diversity in India, 185-202. https://doi.org/10.4324/9780367814298-16 

Macagno, A., Ragaglia, B., Henning, A., & Bulgarelli, D. (2024). Inclusive approaches in Italian early childhood education and care: The view of practitioners. Education Sciences, 14(4), 385. https://doi.org/10.3390/educsci14040385 

Dağlı Gökbulut, Ö., Gökbulut, B., & Yeniasır, M. (2024). The perceptions and attitudes of peers towards students with special needs as reflected by their drawings and the social acceptance scale. Education Sciences, 14(4), 346. https://doi.org/10.3390/educsci14040346 

Archer Anwar, R., & Hart Barnett, J. E. (2024). AAC in AACtion: Collaborative strategies for special education teachers and speech-language pathologists. Intervention in School and Clinic. https://doi.org/10.1177/10534512241245450 

D'Angelo, S., & Singal, N. (2024). Inclusive education in the Dominican Republic: Teachers' perceptions of and practices towards students with diverse learning needs. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1387110  

Ryan, J., Brown, H. M., Borden, A., Devlin, C., Kedmy, A., Lee, A., Nicholas, D. B., Kingsley, B., & Thompson-Hodgetts, S. (2024). Being able to be myself: Understanding autonomy and autonomy-support from the perspectives of autistic adults with intellectual disabilities. Autism. https://doi.org/10.1177/13623613241254432 

Hatipoğlu Özcan, G., Özer, D. F., & Pınar, S. (2024). Effects of motor intervention program on academic skills, motor skills and social skills in children with autism spectrum disorder. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-024-06384-5 

King, S. A., Nylen, B., Enders, O., Wang, L., & Opeoluwa, O. (2024). Examining the impact of design-comparable effect size on the analysis of single-case design in special education. School Psychology. . https://doi.org/10.1037/spq0000628  

Uthus, M., & Qvortrup, A. (2024). Lessons learned from Norway: A values-based formulation of inclusive education. European Journal of Special Needs Education, 1-15. https://doi.org/10.1080/08856257.2024.2354603 

Van Holstein, E., Wiesel, I., Bigby, C., & Gleeson, B. (2024). Repairing disability access in competitive environments: Drivers of inclusive service provision for people with intellectual disabilities. Social & Cultural Geography, 1-18. https://doi.org/10.1080/14649365.2024.2347892 

Hall, S. A., & Stancliffe, R. J. (2024). Participation in mainstream community groups by older United States adults with intellectual and developmental disabilities: A multiple case study. Journal of Intellectual & Developmental Disability, 1-14. https://doi.org/10.3109/13668250.2024.2340518 

Charitaki, G., & Alevriadou, A. (2024). Young children with intellectual disabilities and their mathematical attainments: Do parents' attitudes toward mathematics, home numeracy, and literacy practices matter? Journal of Intellectual Disabilities. https://doi.org/10.1177/17446295241254625  

Castelli Correia de Campos, L. F., Nowland, L. A., Arroyo Rojas, F., Teixeira Fabricio dos Santos, L. G., Martinez Rivera, S., Wilson, W. J., & Haegele, J. A. (2024). Understanding Chilean physical educators' attitudes toward teaching students with Down syndrome in integrated classes. International Journal of Developmental Disabilities, 1-12. https://doi.org/10.1080/20473869.2024.2354571 

Alak, G. (2024). Relationship between imitation skills and maternal responsiveness for children with autism spectrum disorder: A longitudinal study. International Journal of Developmental Disabilities, 1-15. https://doi.org/10.1080/20473869.2024.2355384 

Layachi, A., & Pitchford, N. J. (2024). Formative evaluation of an interactive personalised learning technology to inform equitable access and inclusive education for children with special educational needs and disabilities. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-024-09739-0 

Creem, A. N., Leaf, J. B., Cihon, J. H., Gerhardt, P. F., Lee, M., & Moon, E. (2024). The effectiveness of an executive function program for individuals diagnosed with autism spectrum disorder. Behavioral Interventions. https://doi.org/10.1002/bin.2023 

Beal, J. S., Dostal, H. M., & Easterbrooks, S. R. (2024). Literacy instruction for students who are deaf and hard of hearing (2nd ed.). Oxford University Press.   

Özsavran, M., Karakaya, C., & Bahadır, Ö. (2024). 'I can't take my eyes off her' problems and difficulties experienced by mothers caring for their intellectually disabled children at home: A qualitative research. International Journal of Developmental Disabilities, 1-16. https://doi.org/10.1080/20473869.2024.2378243 

Mullhall, P., Taggart, L., McDermott, G., Slater, P., Fitzpatrick, B., Murphy, M. H., Hassiotis, A., & Johnston, A. (2024). 'Walk buds': A walking intervention to increase physical activity, physical fitness, and emotional wellbeing, in 9–13 year old children with intellectual disabilities. Results of a clustered randomised feasibility trial. Journal of Applied Research in Intellectual Disabilities, 37(5). https://doi.org/10.1111/jar.13260 

Kozlova, M., & Ryabichenko, T. (2024). Inclusive education in schools in Russia and Kazakhstan: Attitudes and well-being of teachers as related factors in the formation of an inclusive environment. Children and Youth Services Review, 107785. https://doi.org/10.1016/j.childyouth.2024.107785 

Rios, K., & Tu, W. (2024). Special education experiences and stress among Asian-American parents of children with intellectual and developmental disabilities. Exceptionality, 1-15. https://doi.org/10.1080/09362835.2024.2376530 

Liu, D., Feng, Y., Chen, Z., Kang, R., & Zuo, Y. (2024). The effects of interventions with mathematics manipulatives on generalization and maintenance for children with autism spectrum disorder: A meta-analysis of single-case studies. Proceedings of the 14th International Congress on Mathematical Education. https://doi.org/10.1142/9789811287183_0023 

Pan, Q., Bak, M. Y., DeLiema, D., Symons, F., & Dueñas, A. D. (2024). Using interaction and quantitative analysis to examine the effects of video modeling on play of a preschooler with autism. Journal of Behavioral Education. https://doi.org/10.1007/s10864-024-09550-y 

Woolfson, L. M. (2024). Is inclusive education for children with special educational needs and disabilities an impossible dream? British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12701 

Alnahdi, G. H., Alwadei, A., & Alharbi, N. (2024). Enhancing special education programs' curricula for students with intellectual disabilities in Saudi Arabia: A call for personalized approaches and inclusive practices. Research in Developmental Disabilities, 151, 104785. https://doi.org/10.1016/j.ridd.2024.104785 

Wehmeyer, M. L. (2024). A fourth generation of inclusive education: A commentary. Remedial and Special Education. https://doi.org/10.1177/07419325241260753 

Ferreira, R. D., & Castro, T. H. (2024). Participatory and inclusive design models from the perspective of universal design for children with autism: A systematic review. Education Sciences, 14(6), 613. https://doi.org/10.3390/educsci14060613 

Ocuto, O. L. (2023). Deaf children, home language environments, and reciprocal–contingent family interactions. Journal of Deaf Studies and Deaf Education, 29(3), 322-334. https://doi.org/10.1093/deafed/enad063 

Prinzi, L. M. (2024). The interpreter's role and deaf students' autonomy in mainstream classrooms. Journal of Deaf Studies and Deaf Education, 29(3), 412-423. https://doi.org/10.1093/deafed/enae009 

Jolly, A. J., Macfarlane, C., & Barker, B. A. (2023). Deaf/Hard of hearing students' experiences with higher education's real-time captioning services. https://doi.org/10.31219/osf.io/8e74p  

Ελληνική ερευνητική βιβλιογραφία (Greek research studies)

Παπαδημητρίου Β. (2023). Συγκεντρωτικά στοιχεία για τη φοίτηση μαθητών στα τμήματα ένταξης της πρωτοβάθμιας και δευτεροβάθμιας εκπαίδευσης μεταξύ των ετών 2017-2021. Preschool and Primary Education, 11(2), 318–334. https://doi.org/10.12681/ppej.29613     

Παπαδημητρίου Β., & Κουτσοκλένης Α. (2020). Αποτίμηση της Εξέλιξης της Παράλληλης Στήριξης την Πενταετία 2014-2019 μέσω Συγκεντρωτικών Δεδομένων. Επιστήμες Αγωγής, 2020(2), 98–117. https://doi.org/10.26248/.v2020i2.895

Παπαδημητρίου Β. (2023). Μελέτη για τους μαθητές που φοίτησαν σε δομές υποστήριξης στη γενική και ειδική εκπαίδευση: ποσοτική μεθοδολογική προσέγγιση. Preschool and Primary Education, 11(1), 42–58. https://doi.org/10.12681/ppej.29998 

Σιδηροπούλου Ζ., Μπότσογλου Κ., & Πολίτη Β. (2023). Fliperentiation: Η διαφοροποιημένη διδασκαλία στο πλαίσιο του μοντέλου της ανεστραμμένης τάξης. Έρευνα στην Εκπαίδευση, 12(1), 37–56. https://doi.org/10.12681/hjre.33385 

Γρηγορόπουλος Η. Ν., & Προβατά Α. (2021). Οι γνώσεις των εκπαιδευτικών προσχολικής αγωγής ως προς τον αυτισμό και οι απόψεις τους απέναντι στη συμπερίληψη παιδιών με αυτισμό. Έρευνα στην Εκπαίδευση, 10(1), 1–19. https://doi.org/10.12681/hjre.24657 

Γκατζόγια, Δ. Ν., Ζάραγκας Χ., Κούτρας Β., & Κουτσούκη Δ. (2018). Η συμβολή του παιχνιδιού και της φυσικής δραστηριότητας στην κοινωνική ανάπτυξη παιδιών με διαταραχή αυτιστικού φάσματος. Έρευνα στην Εκπαίδευση, 7(1), 100–108. https://doi.org/10.12681/hjre.18846  

Σταμπολτζή Α., Καλούρη Ρ., & Τσίτσου Ε. (2018). Φοιτητές στο φάσμα του αυτισμού: Εμπόδια, δυνατότητες και τρόποι στήριξης στην τριτοβάθμια εκπαίδευση. Έρευνα στην Εκπαίδευση, 7(1), 28–43. https://doi.org/10.12681/hjre.17413  

Μπάρμπας Γ. Σ., & Τρυποπούλου Ο. (2018). Η ένταξη των μαθητών με νοητική ανεπάρκεια στην ομάδα των συνομηλίκων στο νηπιαγωγείο μέσα από το συλλογικό παιχνίδι - Μια πιλοτική έρευνα. Έρευνα στην Εκπαίδευση, 7(1), 14–27. https://doi.org/10.12681/hjre.15786

Κουλλαπή Κ., & Λύρα Ό. (2020). Η αυτοαποτελεσματικότητα και η συλλογική αποτελεσματικότητα των δασκάλων της Κύπρου σε τάξεις συνεκπαίδευσης με μαθητές στο φάσμα του αυτισμού. Preschool and Primary Education, 8(1), 31–58. https://doi.org/10.12681/ppej.21163 

Μανωλοπούλου Χ., Δαβάζογλου Α., & Κόκκινος Κ. Μ. (2021). Ποιότητα αδελφικής σχέσης και προσαρμογή τυπικώς αναπτυσσόμενων παιδιών και εφήβων με αδελφό/-ή με διανοητική αναπτυξιακή διαταραχή: Βιβλιογραφική ανασκόπηση. Preschool and Primary Education, 9(1), 52–91. https://doi.org/10.12681/ppej.26815 

Τσιμπιδάκη Α. (2023). Πατέρες παιδιών με εγκεφαλική παράλυση και οικογενειακή λειτουργία. Preschool and Primary Education, 11(2), 238–261. https://doi.org/10.12681/ppej.31682  

Kypriotaki Μ. A., & Markodimitraki, M. E. (2018). Playful Interactions between Twins with Autism and Teachers and Peers: a Case Study. Preschool and Primary Education, 6(1), 1–22. https://doi.org/10.12681/ppej.11445  

Τσιμπιδάκη Α., & Γλαβά Ε. (2023). Σχεδιασμός και εφαρμογή προγράμματος σεξουαλικής αγωγής σε εφήβους/ες με διαταραχή αυτιστικού φάσματος με στόχο τη μείωση ανεπιθύμητων συμπεριφορών. Διάλογοι! Θεωρία και πράξη στις επιστήμες αγωγής και εκπαίδευσης, 9, 69–89. https://doi.org/10.12681/dial.36280 

Κουκουνάρα Μ., & Χατζηνικολάου Κ. (2023). Σχεδίαση και ανάπτυξη εφαρμογής επαυξημένης πραγματικότητας για φορητές συσκευές για τον εμπλουτισμό του λεξιλογίου σε παιδιά στο φάσμα του αυτισμού. Διάλογοι! Θεωρία και πράξη στις επιστήμες αγωγής και εκπαίδευσης, 9, 199–226. https://doi.org/10.12681/dial.33934 

Καϊμάρα Π., Οικονόμου Α., & Δεληγιάννης Ι. (2020). Σχεδιασμός διαμεσικών μαθησιακών περιβαλλόντων για τη συνεκπαίδευση. Διάλογοι! Θεωρία και πράξη στις επιστήμες αγωγής και εκπαίδευσης, 6, 239–286. https://doi.org/10.12681/dial.23330 

Τσερμίδου Λ., & Ζώνιου-Σιδέρη Α. (2020). Η διαφοροποιημένη παιδαγωγική στο πλαίσιο της ενταξιακής εκπαίδευσης: ερευνώντας τις πρακτικές τελειόφοιτων νηπιαγωγών. Διάλογοι! Θεωρία και πράξη στις επιστήμες αγωγής και εκπαίδευσης, 6, 209–238. https://doi.org/10.12681/dial.23328    

Ζώνιου-Σιδέρη Α., Λαμπροπούλου Κ., Παπασταυρινίδου Γ., Τσερμίδου Λ., & Χριστοπούλου Α. (2020). Διαφοροποιημένη παιδαγωγική & ενταξιακή εκπαίδευση: θεωρητικές επισημάνσεις, προβληματισμοί και προοπτικές. Διάλογοι! Θεωρία και πράξη στις επιστήμες αγωγής και εκπαίδευσης, 6, 61–76. https://doi.org/10.12681/dial.23334 

Αγγελόπουλος Γ., Μπακοπούλου Ι., & Αγγελόπουλος Ν. (2023). Καλλιεργώντας την κατανόηση κειμένου στο πλαίσιο προ-αναγνωστικών στρατηγικών. Θέματα Επιστημών Αγωγής, 2(1), 27–38. https://doi.org/10.12681/thea.31078 

Ζέρβα Ε. (2022). Κριτική θεώρηση των κοινωνιολογικών προσεγγίσεων για τις ανισότητες στην εκπαίδευση. Παιδαγωγικός Λόγος, 28(1), 101–124. https://doi.org/10.12681/plogos.31844  

Πέτρου Δ. Π., & Παναούρα Δ. Α. (2022). Η συμβολή του παιχνιδιού στην ανάπτυξη της μαθηματικής σκέψης βρεφών ηλικίας 11 μηνών – 2 ετών. Μια μελέτη περίπτωσης. Ερευνώντας τον κόσμο του παιδιού, 19, 5–27.

Σταμπολτζή Α., Κουβαβά Σ., & Αντωνοπούλου Α. (2022). Η οπτική των νηπιαγωγών σχετικά με τη Διαταραχή Ελλειμματικής Προσοχής και Υπερκινητικότητας (ΔΕΠ-Υ): Διερεύνηση γνώσεων, στάσεων και αντιλήψεων. Ερευνώντας τον κόσμο του παιδιού, 19, 28–43.

Καρούσου Α., & Οικονομάκου Δ. (2024). Ποσότητα και ποιότητα ανάγνωσης βιβλίων σε παιδιά βρεφικής και νηπιακής ηλικίας: η επίδρασή τους στην πρώιμη επικοινωνιακή και γλωσσική ανάπτυξη. Ψυχολογία: το περιοδικό της Ελληνικής Ψυχολογικής Εταιρείας, 29(1), 1–27. https://doi.org/10.12681/psy_hps.34486 

Ωρολογά Α., Χατζόπουλος Γ., Νικολα΅ΐδης Δ., Κοσμίδου Μ.-Ε., & Πρωΐου Χ. (2024). Η σημασία των χρόνων απόκρισης σε τρεις δοκιμασίες λεκτικής ευχέρειας. Ψυχολογία: το περιοδικό της Ελληνικής Ψυχολογικής Εταιρείας, 29(1), 71–81. https://doi.org/10.12681/psy_hps.34095 

Πανώργιας, Σ.Π. (2023). Ο ρόλος της συνεργασίας που αναπτύσσει ο εκπαιδευτικός με τους γονείς στα πλαίσια διαχείρισης των διαταραχών διαγωγής που παρουσιάζουν τα παιδιά σε σχολεία ειδικής αγωγής. Βόλος: Εκδόσεις Ήβη. 

Ζαφειριάδης, Κ. (2022). Διαγνωστικοί αξιολογικοί και υποστηρικτικοί φορείς στην ειδική αγωγή και εκπαίδευση. Θεσσαλονίκη: Εκδόσεις Σύγχρονη Παιδεία. 

Χαριτάκη, Γ.Κ. (2023). Διδακτικές μέθοδοι για τα μαθηματικά στην προσχολική και πρώτη σχολική ηλικία: Από την έρευνα στην πράξη της Ειδικής Αγωγής και Εκπαίδευσης. Αθήνα: Εκδόσεις Πεδίο. 

Κουκουρίκη, Ε.Κ. (2023). Η οικογένεια των ατόμων με αυτισμό: θεωρητικές προσεγγίσεις. Αθήνα: Εκδόσεις Ζήτη. 

Ξιάρχου, Χ. (2023). Η ανάπτυξη του λόγου και της επικοινωνίας  στα κωφά και βαρήκοα παιδιά. Αθήνα: Εκδόσεις Σπανίδης. 

Γεωργιάδη, Μ. (2023). Παιδιά και έφηβοι με Διαταραχή Αυτιστικού Φάσματος: Σύγχρονα ερευνητικά δεδομένα και θεραπευτικές παρεμβάσεις. Αθήνα: Εκδόσεις Παπαζήση. 

Νίκα, Β. (2023). Οδηγός για Νέους Εκπαιδευτικούς: Πρωτοβάθμια Εκπαίδευση. Αθήνα: Εκδόσεις Πατάκη. 

Graham, J.L. & Βλάχου, Α. (2023) (Επιμ). Ενταξιακή Εκπαίδευση στον 21ο Αιώνα: Θεωρία, Πολιτική και Πρακτική. Αθήνα: Εκδόσεις Πεδίο. 

Mitchell, D., & Sutherland, D. (2023). Στρατηγικές διδασκαλίας στην ειδική και ενταξιακή εκπαίδευση. Αθήνα: Εκδόσεις Πεδίο. 

Fletcher-Watson, S., & Happe, F. (2023). Αυτισμός: Μια νέα εισαγωγή στην ψυχολογική θεωρία και σύγχρονες απόψεις. Αθήνα: Εκδόσεις Gutenberg. 

Pezzica, S. (2023). Υπερκινητικότητα, Παρορμητικότητα, Δυσκολίες Συγκέντρωσης και Προσοχής για παιδιά προσχολικής και πρώτης σχολικής ηλικίας. Τι να κάνετε και (και τι όχι): Σύντομος πρακτικός οδηγός για εκπαιδευτικούς και γονείς. Αθήνα: Εκδόσεις Δίπτυχο. 

Pontis, M. (2023). Αυτισμός. Τι να κάνετε και (και τι όχι): Σύντομος πρακτικός οδηγός για εκπαιδευτικούς και γονείς. Αθήνα: Εκδόσεις Δίπτυχο.

Ευθυμιάδου Ό., & Αντωνιάδου Ν. (2024). Η επίδραση των γονικών πρακτικών στη συμπεριφορά παιδιών προσχολικής ηλικίας, από την οπτική των γονέων. Preschool and Primary Education, 12(1), 21–37. https://doi.org/10.12681/ppej.34186 

Αλεξάκης Δ., & Νικολουδάκη Ε. (2024). Διερευνώντας τις δυσκολίες μιας τάξης προσχολικής εκπαίδευσης με τη συμβολή της έρευνας δράσης. Preschool and Primary Education, 12(1), 66–86. https://doi.org/10.12681/ppej.35342 

Γρηγοράκης Ι., & Ελευθεράκης Θ. (2024). Δεξιότητες φωνολογικής και μορφολογικής επίγνωσης μαθητών νηπιαγωγείου σε σχέση με το κοινωνικοοικονομικό επίπεδο των γονέων. Preschool and Primary Education, 12(1), 38–65. https://doi.org/10.12681/ppej.34470 

Γαλάνης Γ., & Στελλάκης Ν. (2024). Η σημασία της εκμάθησης γραφής του ονόματος για την ανάδυση του γραμματισμού. Preschool and Primary Education, 12(1), 87–113. https://doi.org/10.12681/ppej.34794   

Γιαννοπούλου, Σ., Γιαννοπουλου, Ι., Ευσταθίου, Β., Μαϊδώνης, Α., Τσούρτη, Δ., Κούκουλα, Ε., & Κολαϊτης Γ. (2022). Το προφίλ των αναγνωστικών και νοητικών δεξιοτήτων παιδιών με ιστορικό ειδικής αναπτυξιακής διαταραχής του λόγου. Psychiatriki, 0(0). https://doi.org/10.22365/jpsych.2022.089  

Μποτέλη, Χ., Μπαργιώτα, Σ., Παπακωνσταντίνου, Α., & Αγοραστός, Α. (2022). Συγκριτική μελέτη άγχους και ψυχικής υγείας γονέων παιδιών με και χωρίς ειδικές εκπαιδευτικές ανάγκες κατά την πανδημία του COVID-19. Psychiatriki, 0(0). https://doi.org/10.22365/jpsych.2024.002 

Φύκαρης, Ι., Μπίμπα, Μ., Τσέκος, Ε., Κατερίνη, Ι., & Ζαγκότας, Β. (2022). Επαναπροσδιορίζοντας τις έννοιες «μοντέλο διδασκαλίας» και «στρατηγική διδασκαλίας» στη σύγχρονη αντίληψη της διδασκαλίας. Παιδαγωγική Επιθεώρηση, 74, 139-157. 

Γρόλλιος, Γ. (2022). Αξιολόγηση και διαφοροποιημένη διδασκαλία στα νέα Προγράμματα Σπουδών του Δημοτικού Σχολείου. Παιδαγωγική Επιθεώρηση, 73, 11-24. 

Ελευθεριάδου, Δ., & Βλάχου, Α. (2022). Συνεργασία γονέων και εκπαιδευτικών μαθητών με μαθησιακές δυσκολίες και Κοινότητες της Πρακτικής. Παιδαγωγική Επιθεώρηση, 73, 40-56. 


© 2023 Constantinos Mantzikos | All rights reserved
Υλοποιήθηκε από τη Webnode Cookies
Δημιουργήστε δωρεάν ιστοσελίδα! Αυτή η ιστοσελίδα δημιουργήθηκε με τη Webnode. Δημιουργήστε τη δική σας δωρεάν σήμερα! Ξεκινήστε