Disability and Equity in Education Commons^™

Readiness Of Universitas Indonesia To Be An Inclusive Campus For People With Disabilities, Dumilah Ayuningtyas, Tri Auri Putri Ayuningtyas, Anita Pebrina Lubis, Anindya Naila Sabahat, Ratih Oktarina, Afaf Jauhar

Masyarakat: Jurnal Sosiologi

Ensuring equal education rights remains a challenge in Indonesia, despite constitutional mandates and the global commitment to “no one left behind.” The Disability Participation Rate remains low; in 2023, only 21.03% of individuals aged 19–23 were included. This reflects, among other factors, the limited preparedness of educational institutions. This study evaluates Universitas Indonesia’s readiness to develop inclusive education for persons with physical, sensory, mental, and intellectual disabilities. Using the capability approach, it assesses whether institutional resources can be translated into capability-enhancing conditions for students with disabilities. The study draws on literature review, targeted document searches, SWOT analysis, IFE-EFE matrices, and …

Training To Teach: Creating Inclusive Learning Environments, Rebecca Anne Rose

Plymouth Interdisciplinary Education Open Journal

Inclusion is often discussed as a policy imperative, but its true impact is realised only through daily classroom practice. As student teachers, we argue that inclusion should move beyond compliance to become a mindset and a lived commitment. Our experiences reveal that policy and practice are not always as intertwined as we hope. As future educators, we aspire for inclusion to require ongoing self-reflection, courage, and compassion, ensuring every student is seen, valued, and empowered to succeed. We believe policy must genuinely support and reflect this commitment, making inclusion not just a requirement, but a fundamental part of educational culture …

Reflection On The ‘Power Of Us’ Conference: How Mainstream Schools In England Offer Provision To Children With Special Educational Needs (Sen), Grace H A Cooper

Plymouth Interdisciplinary Education Open Journal

The majority of children in England with Special Educational Needs or Disabilities (SEND) are educated within mainstream schools. Due to the broad range of needs of children, it is essential that mainstream schools are provided with adequate funding, preparation and training to ensure that the inclusion of every child is achievable and expected. Furthermore, sometimes schools feel that they cannot offer ample provision to give every child an equitable access to learning and therefore they are directed to SEND schooling – can a mainstream school be considered inclusive if they cannot support all children? This article will consider these arguments …

‘They Actually Made Me Feel Like They Wanted Me In The Classroom’: Reflections Of Inclusion, Katherine Gulliver, George Osborne

Plymouth Interdisciplinary Education Open Journal

This article highlights the value of listening to individuals with lived experience in creating inclusive environments. Drawing on Gulliver’s (2023, 2024) research and the personal reflections of George Osborne, a disability advocate with Williams Syndrome, the article recognises the importance of early intervention, tailored support, and educator awareness in supporting children with rare disabilities. Through an awareness-raising exhibition and personal narratives, the article illustrates how inclusion can be meaningfully achieved when schools adapt to the needs of the child - rather than requiring the child to adapt to the school. George’s story demonstrates how empathetic, informed practice can help contribute …

Power Of Us: Listening To Families, Tara J. Vassallo

Plymouth Interdisciplinary Education Open Journal

This article, originating from the ‘Power of Us!’ conference held in June 2025, reflects on the session titled ‘Listening to families’ which offered an experienced parent panel, providing a forum for discussion. The session had a particular focus on the experiences of families and their children with neurodivergent and other individual educational needs and the families’ pursuit of genuine co-production with their children’s school. The article offers an insight into the session, sharing reflections from the discussions, and calls for action aimed at creating a truly inclusive educational system.

A Preston Bridge School (Pbs) Approach To Inclusive Multisport Practices Within Sen, Jack Smith

Plymouth Interdisciplinary Education Open Journal

This paper, originating from the ‘Power of Us!’ conference held in June 2025, reflects on the session titled A Preston Bridge School Approach To Inclusive Multisport Practices Within SEN, which captured the current physical provision offer at Preston Bridge, with a particular focus on how the implementation of inclusive practices enable young people with SEN to meet and achieve their EHCP targets through physical education. The paper offers an insight into the session delivered, sharing best practice, staff and student reflections, and calls for action to promote the inclusion of young people with SEN within the context of physical education.

Collaborating Through Place-Based Partnerships For Inclusion, Suanne Gibson

Plymouth Interdisciplinary Education Open Journal

This reflective paper presents thoughts and insights from an interactive session delivered by Professor Suanne Gibson at this year’s ‘The Power of Us’ Spaghetti Bridge with University of Plymouth conference, on May 1^st.

Suanne reflects on how her talk ‘Plymouth’s story: Place-based school improvement for inclusion 2021 onwards’ took shape, telling the tale of a city’s successful progression for inclusion via a series of cross city and cross sector partnerships and collaborations. Matters of educational leadership and effective management of inclusive ideals, innovative practices and policies for progress and evidenced impact across Plymouth are shared and critically considered. …

Do Gender-Related Characteristics Impact Female Faculty Career Progression In Academic Doctor Of Physical Therapy Programs?, Bridget Eubanks

Internet Journal of Allied Health Sciences and Practice

Purpose: This study explored the experiences of female faculty in academic Doctor of Physical Therapy (DPT) programs in the US and if gender, or more specifically any gender-related characteristics such as pregnancy or motherhood, impacts female faculty career progression. Evidence has demonstrated that several challenges disproportionately affect women in academia, but there is currently no research available related to female faculty experiences in academic DPT programs. Methods: This study used a qualitative research design with a descriptive statistics component. It utilized a descriptive, cross-sectional design with a nonexperimental survey methodology. The Culture Conducive to Women’s Academic Success instrument was used …

Modifying Tier 1 Strategies To Promote Positive Behaviors Of Autistic Preschoolers, Courteney Johnson, Maiko Yomogida, Michela Arlia, Angie Sjoquist, Maylin Herrera

Journal of Educational Research and Practice

Our study assessed the outcomes of implementing a researcher-developed, teacher-led preventive program in special education preschool classrooms. We evaluated outcomes that were specific to student behaviors, classroom climate, and teacher self-efficacy. As iterative components of the Pyramid Model, an early-childhood-focused iteration of the Positive Behavior Intervention and Supports framework, the intervention focused on teaching, modeling, and reinforcing behavior expectations using research-based strategies deemed effective at supporting the autistic population. Participants in our study included seven special education preschool classrooms, each composed of approximately five students, one teacher, and two teacher assistants. While the student population included those with various disabilities, …

Qualitative Tools To Enhance Data Analysis From Diverse Sources Of International Education Policy In Order To Create A More Perfect Evaluation Toolset, Robert J. Schulenburg

Capstone Collection

Abstract

This project proposes a new protocol for implementing meta-synthesis as a research tool. Meta-synthesis allows researchers to combine data sets from multiple sources that appear unconnected; it allows data sets to be extracted from multiple domains and knowledge banks that present as being unable to be combined or cross-transferable. This project presents a protocol designed to guide meta-synthesis which was used to extract critical relevant data from the Sustainable Development Goals (SDGs) related to inclusive education and inclusive work and rehabilitation policies and practices. The project shows with deliverables how, with this data in hand, newly aggregated extracted data …

Adapting Research Ethics For All: Training Centers For Independent Living In Community-Based Research, Rtc: Rural, Will Hoard, Krys Standley, Catherine Ipsen

Education

The Research and Training Center on Disability in Rural Communities (RTC:Rural) adapted Research Ethics for All (RE4ALL)—an accessible, participatory training co-created with people with disabilities—to equip Centers for Independent Living (CIL) staff with tailored human subjects research ethics education. Traditional institutional trainings (e.g., CITI) posed barriers for CIL community partners, who needed practical, role-specific guidance for their work on the Rural Health Pathways Program, a study comparing delivery models of a health intervention. The adapted 90-minute RE4ALL session preserved core accessibility features (plain language, visual aids) while addressing CIL staff’s real-world scenarios, such as consent processes …

Economic Evaluation Of Caregiver Interventions For Children With Developmental Disabilities: A Scoping Review, Angela Kairu, Edwin Dzoro, Vibian Angweny, Charles Newton, Charlotte Hanlon, Rosa Hoekstra, Amina Abubakar, Edwine Barasa

Institute for Human Development, East Africa

Globally, families with children with developmental disabilities (DDs) experience challenges, including social isolation, stigma, and poverty, especially in low-income settings in Africa. Most children with DDs in Africa remain unidentified and receive no formal support. Caregiver interventions focusing on education and training for the carers/parents have been shown to be adaptable and low intensity in implementation, although the economic evidence is limited. This review aimed to describe the evidence and methodological aspects of economic evaluations for caregiver interventions for DDs. The Arksey and O’Malley framework was applied. Seven electronic databases, grey literature and cited references were systematically searched to identify …

Developing A Curriculum Audit Tool For Justice, Equity, Diversity, And Inclusion In Occupational Therapy Education, Whitney M. Cranna, Sarah Mckinnon

Translational Science in Occupation

Background: The OT profession is calling for intentional pedagogy that builds future practitioners’ capacity for embodying justice, diversity, equity, and inclusion (JEDI) values; however, the interpretation and application of this mission remain subjective and nebulous. Developing a theory-driven audit tool may help standardize and clarify JEDI pedagogy needs to enhance OT preparation and practice.

Objective: Using a culturally responsive, justice-based theoretical lens, this paper describes the development of a JEDI Curriculum Audit Tool for a Post-Professional Doctor of Occupational Therapy (PP-OTD) program.

Design: Quantitative systematic evaluation of curricular alignment with JEDI principles, including a 3-prong retroactive self-evaluation approach.

Setting: Curriculum …

Evaluating The Predictive Value Of Basc-3 Anxiety Scale And Working Memory Index Scores For Clinically Significant Test Anxiety: A Comprehensive Analysis Of Non-Classifiable Cases, Des'tiana S. Williams

Electronic Theses and Dissertations

This dissertation will explore how test anxiety (TA) affects working memory (WM) and whether certain factors can help predict higher levels of test anxiety. Anxiety has been defined as a common experience that can show up in various forms—like general worry, social fears, panic attacks, and specific phobias (APA, 2022). It was described as often triggering our natural “fight-or-flight” response, which can impact our ability to focus, think clearly, and remember things. For students, test anxiety has been especially challenging, affecting how they perform in high-stakes academic settings. Using data from a university based psychological assessment center, this study will …

Evaluating The Predictive Value Of Basc-3 Anxiety Scale And Working Memory Index Scores For Clinically Significant Test Anxiety: A Comprehensive Analysis Of Non-Classifiable Cases, Des'tiana S. Williams

Electronic Theses and Dissertations

This dissertation will explore how test anxiety (TA) affects working memory (WM) and whether certain factors can help predict higher levels of test anxiety. Anxiety has been defined as a common experience that can show up in various forms—like general worry, social fears, panic attacks, and specific phobias (APA, 2022). It was described as often triggering our natural “fight-or-flight” response, which can impact our ability to focus, think clearly, and remember things. For students, test anxiety has been especially challenging, affecting how they perform in high-stakes academic settings. Using data from a university based psychological assessment center, this study will …

Bridging The Gap: Implementation And Perception Of High-Leverage Practices Among General And Special Educators, Jacqueline Ann Viotto

Theses and Dissertations

This dissertation explores the use and perception of High Leverage Practices (HLPs) among general and special education teachers within educational settings. Utilizing a concurrent mixed-methods research design, the study integrates quantitative surveys and qualitative interviews to examine how HLP knowledge and use by educators. This dissertation investigates the knowledge and use of HLPs in inclusive settings through the following research questions:

1. What is the self-reported knowledge and use of HLPs by teachers?

2. What are the differences in self-reported knowledge and usage of HLPs in inclusive environments when comparing general education and special education teachers?

3. How do general …

Preparing For The Inclusive Classroom: The Self-Efficacy Of Teachers Towards Implementing Inclusive Educational Practices In South Africa, Nicole C. Drude, Luzaan Schlebusch

Journal of Global Education and Research

The South African Department of Basic Education has launched a phased initiative to transform ordinary mainstream schools into full-service schools (FSS) as part of its strategy for inclusive education. To ensure the success of this initiative, it is crucial to select schools that can equitably address the diverse learning needs of all students while maintaining high standards of instruction, intervention, and support necessary for achieving success in the core curriculum. Despite this, teachers have expressed concerns about the feasibility of the initiative, particularly due to their lack of expertise in supporting students with varied educational needs. This study aimed to …

Transforming K-12 Classrooms: Ten Essential Strategies For Cultural Responsiveness, Sandra Johnson, Stephanie Johnson, Regina Reber

Journal of English Learner Education

Across the United States, in K-12 classrooms, diverse student populations continue to increase, challenging educators to meet student cultural, linguistic, and academic needs. The study examined the best practices related to culturally responsive teaching (CRT) strategies to better meet all students' needs. A qualitative approach was used to collect data from licensed K-12 educators in New Mexico and Colorado. The findings revealed three essential themes: culturally responsive pedagogy, the positive impact of CRT, and the creation of physical spaces to support inclusivity. The findings revealed the significance of building strong relational capacity, encouraging collaboration, supporting multilingualism, and creating effective physical …

Do They Already Know? Level Of Gender Language Sensitivity Among Education Students, Bethany P. Villanueva, Azil Jane Guingguing, Bryan Abondo, Diane Deuna, Adelyne Abrea

Journal of English and Applied Linguistics

This study, conducted within a Philippine educational setting, assessed gender language sensitivity among education students. Completing two tests, the gender-neutral pronoun usage test and the gender-sensitive language test, 255 randomly selected first- and second-year students participated. Additional qualitative data was gathered through a focus group discussion. Statistical analysis using analysis of variance and Z-tests revealed no significant differences in the use of gender-neutral pronouns based on year level, program, gender identity, and preferred pronouns. However, a significant difference was observed in using gender-sensitive language based on year level and preferred pronouns. Overall, the respondents demonstrated a beginning level of proficiency …

A Call For Change: Supporting Children With Tourette Syndrome, Matt Reall

Journal of Nonprofit Innovation

Tourette Syndrome affects 1 in 100 U.S. children but remains widely misunderstood due to stigma, delayed diagnosis, and media misrepresentation. This neurological disorder is characterized by involuntary tics and often co-occurs with ADHD, anxiety, and sleep disorders. Children with Tourette Syndrome face disproportionate challenges in social, academic, and emotional settings—despite having average or above-average intelligence. One-third engage in self-harm, and suicide rates are four times the national average. Peer-education programs like the Tourette Association of America’s Youth Ambassador initiative have shown promise in reducing stigma, but unequal access and weak institutional support limit their impact. This paper calls for early …