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College for students with learning disabilities : a school counselor's guide to fostering success
\"College for Students with Learning Disabilities is a guide for counselors working with high school students with learning disabilities who are planning on attending college. Divided into two distinct parts, the book first gives an overview of learning disabilities and related issues as they apply to the role of the high school counselor, written in a question/answer format. The second part is a comprehensive, step by step program for creating working groups for college-bound students with learning disabilities. This book advises counselors in a positive way and aims to change the lives of students with learning disabilities by preparing them for college in an effective, concrete way\" -- Provided by publisher.
Book
Correction: The impact of vocabulary assessments on quality of life: Insights from professionals on their application with students with disabilities
[This corrects the article DOI: 10.1371/journal.pone.0313690.].
Journal Article
The Impact of Dependent Behavior on the Design of Classroom Evacuation Exits for Intellectually Disabled Students
The increasing demand for special education in architectural design highlights the urgent need to ensure the safe evacuation of students with intellectual disabilities. However, current research on classroom evacuation for these students remains limited, particularly concerning critical factors, such as the number, location, and distance of exits. This study investigated the impact of dependent behavior on classroom exit design for students with intellectual disabilities by developing a Cellular Automaton (CA) model based on their behavioral characteristics. Simulated evacuation scenarios, considering and disregarding dependent behaviors, were analyzed to assess their effects on the number and positioning of exits, and a predictive model was implemented to establish the relationship between exit spacing and evacuation time. The results indicated that the dependent behavior significantly reduced evacuation efficiency and substantially affected classroom exit design. Considering the dependent behavior, this study demonstrated that setting two exits reduced the average evacuation time for students with intellectual disabilities by 12.99%, with further reductions achieved by placing the exits at the rear rather than at the sides or front of the classroom. The research also revealed that under the influence of dependent behavior, the average evacuation time initially decreased and then increased as the distance between exits increased. As one of the few studies addressing evacuation issues for students and the first to incorporate dependent behavior into the evacuation model, this study provides valuable recommendations for classroom designs that balance evacuation safety and daily usability. It offers essential data to inform architectural designs for classrooms serving students with intellectual disabilities and serves as a reference for future educational building design standards and regulations.
Journal Article
People with intellectual disability experiencing university life : theoretical underpinnings, evidence and lived experience
\"This book will introduce the reader to international perspectives associated with post-secondary school education for students with intellectual disability attending university settings. Examples of students with intellectual disability gaining their right to full inclusion within university settings are outlined, as well as the barriers and facilitators of such innovation. The four parts of the text will act as a reader for all stakeholders of inclusion at the university level. The first part examines the philosophical, theoretical and rights-based framework of inclusion. The second part provides evidence and insight into eight programs from across the globe, where students with intellectual disability are included within university settings. The third part consists of six chapters associated with the lived experiences of stakeholders in the programs profiled in Part 2. These stories are represented through the voices of former students of inclusive tertiary education initiatives, parents of adult children with intellectual disability who have participated in tertiary education, and lecturers who have taught students with intellectual disability as members of their courses. In the fourth part, critical issues examined, including the role of secondary school counsellors, sustaining post university outcomes, transition from university to employment, inclusive university teaching approaches, and decision-making approaches to successfully implement a tertiary education initiative. The text concludes with a synthesis of the book themes and proposes calls to action with specific tasks to move the rhetoric of human rights into reality for adults with intellectual disability through an inclusive tertiary education\"-- Provided by publisher.
Book
Technology-Based Education for Students with Disabilities: A Bibliometric Analysis
This study aims to analyze the impact and significance of articles addressing technology-based education for students with disabilities by analyzing publications from 1964 to 2024 in Scopus. Using quantitative and qualitative methods, the study maps collaborations, key topics, and influential works via VOS viewer. Findings revealed the United States as the leading hub for international research collaboration. Quantitative analysis was conducted to highlight authorship, country contributions, and keyword trends, while qualitative reviews of 41 highly cited articles identified prevalent themes: the domination of review methodologies and key impacts, including ICT-assisted learning, assistive technologies, and virtual training, to enhance literacy, independence, and quality of life. It is important to mention here that top studies recommend technological, financial, and emotional support for effective implementation. The study provides a comprehensive overview of the field, guiding future research toward addressing gaps in technology-enabled education for disabled learners.
Journal Article
Assistive technology for the inclusion of students with disabilities
The commitment to increase the inclusion of students with disabilities has ensured that the concept of Assistive Technology (AT) has become increasingly widespread in education. The main objective of this paper focuses on conducting a systematic review of studies regarding the impact of Assistive Technology for the inclusion of students with disabilities. In order to achieve the above, a review of relevant empirical studies published between 2009 and 2020 in four databases (Web of Science (WoS), Scopus, ERIC and PsycINFO) was carried out. The sample consists of 31 articles that met the inclusion criteria of this review, out of a total of 216 identified. Findings of this study include that the use of Assistive Technologies is successful in increasing the inclusion and accessibility of students with disabilities, although barriers such as teacher education, lack of information or accessibility are found.
Journal Article
