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Transition planning and processes can greatly influence the quality of schooling transitions for students with learning disabilities. Student-focused planning and family involvement are two integral components of transition planning that do not always receive the emphasis that they deserve. The educational transitions of one student are examined through the lens of the student and her mother, with a focus on these two areas. These experiences are compared to research-based transition practices, with recommendations for improving the process for other students with learning disabilities in the future.

Participant-driven photo-elicitation, a visual research technique, is commonly used with marginalised and vulnerable groups of individuals. Reflections on the use of this technique are illustrated through a study examining the conceptualisation of student wellbeing from the perspectives of teachers, parents, and students with autism spectrum disorder. Interviews were used to collect data from teachers and parents, while photovoice, a community and participatory action research strategy, was used as a data collection method for students. Although participant-driven photo-elicitation (a component of photovoice) requires much planning, resources, collaboration with teachers, and the flexibility of the researcher, it empowers and engages students with autism spectrum disorder, helps develop social, communication, and self-awareness skills, enables the collection of rich data, and enables the voices of these students to be heard.

Schooling transitions are often challenging experiences for students with intellectual disability and/or autism spectrum disorder (ID/ASD), their families, and their teachers. Transition processes, particularly planning, can facilitate successful transitions from primary to secondary schools, and to postschool settings. Bronfenbrenner's ecological model served as a theoretical framework to examine parents’ and teachers’ experiences with transitions for students with ID/ASD attending special schools. The authors interviewed 14 carers and 13 teachers of students with ID/ASD attending special government schools in New South Wales. The interviews were analysed using content analysis. The findings of this small-scale Australian study indicate that although transition practices varied widely by school, both parents and teachers perceived that more can be done to support students with ID/ASD during these times. School–home collaboration and access to information about postschool settings were areas that were emphasised by both groups. Furthermore, the lack of student involvement in transition meetings was of great concern, given that student-focused planning is a well-established evidence-based transition practice. The processes that are implemented to support students with ID/ASD require closer scrutiny, as results revealed inconsistencies in transition planning across schools, and both parents and teachers suggested ways to strengthen transition processes.

There has been an increasing body of research on student wellbeing in recent years. Despite this, there is much debate on the notion of student wellbeing, along with a lack of studies focusing on the wellbeing of students with autism spectrum disorder (ASD). A total of 12 studies on the wellbeing of typically developing students were used to identify the domains that comprise student wellbeing. Four studies on the school experiences of students with ASD were also included to investigate how the school experiences of students with ASD relate to the domains of student wellbeing. These articles were located through electronic and hand searches. Eight domains of student wellbeing were identified, along with 8 themes derived from the school experiences of students with ASD. Results support several recommendations for schools to promote the development of the domains of student wellbeing for students with ASD.

There are no Commonwealth or state laws in Australia that require educational authorities to provide individualised transition plans (ITPs) to secondary students with disabilities. It is argued that, in lieu of legislation, Australia's signed commitment to international treaties and national policies obliges educational jurisdictions to provide ITPs to secondary students with disabilities to improve the postschool outcomes for this vulnerable population. Document analysis methods were used to analyse these international treaties and national policies for statements aligned with evidence-based transition skills and predictors. Almost 90 transition-aligned statements were found, accounting for all evidence-based transition skill categories and most of the transition predictor categories. Implications for policymakers and educational jurisdictions are discussed.

It is widely known that attitudes have a direct relationship to teacher actions in the classroom; therefore, gaining an understanding of teacher knowledge and attitudes with regard to students with disabilities is an essential step in improving the educational outcomes and school experiences of these students. There has been an increase in investigations into teacher attitudes of disability in recent years. Many of these studies used traditional theoretical frameworks as a basis for research instrument development, and investigation of attitudes towards teaching students with disabilities. These studies often viewed attitude as a single entity, which can distort the depiction of these attitudes in the realm of special education. This paper outlines how a theoretical framework of attitude, developed by Van Aalderen-Smeets et al. (2012) for the investigation of primary school teachers’ attitudes toward science, can be applied to research in the area of special education, and disability research. It argues that this framework is the most appropriate for the investigation into teacher attitudes towards students with disabilities and should serve as the theoretical basis for future research in this area.

Mobile devices are increasingly included for knowledge management (KM) in academic contexts. The purpose of this study was to examine how the integration of mobile technologies affects KM among students and educators in higher education settings in Saudi Arabia. Interviews with educators and students at two universities explored the factors determining the use of mobile technologies for learning. Content analysis of the participants’ responses found that the students and educators perceived four key factors determining mobile technology use: the capacity of mobile technologies to enhance learning processes, teaching practices, and student-student and student-educator communicative interactions, and hardware and infrastructure components. The main conclusion was that Saudi universities must utilise mobile technologies to identify, encapsulate, transform, and disseminate usable knowledge effectively.

Meeting the often-complex needs of young people transitioning from juvenile justice centers back into the community can be a daunting proposition, but well-planned transitions that include all stakeholders via a multi-systemic wraparound approach result in significantly improved outcomes. In this chapter, a multi-systemic approach is described and offered as best practice. It is well aligned with the last two areas of the Taxonomy for Transition Programming 2.0: interagency collaboration and program structures. The approach is also supported by the other taxonomy areas, and current research literature. The historical background of the wraparound approach is provided, as are the theoretical and conceptual frameworks that underpin wraparound. This chapter also provides an overview of successful collaborative models and program structures that have supported incarcerated youth in achieving positive outcomes post-release.

Young people in Australia comprise 8–21% of all persons arrested. Due to their age, incarcerated youth have a more complex set of circumstances than their adult counterparts, and are likely to have more stakeholders involved in their transition out of the juvenile justice system back into the community, specifically in the education sector. The chapter addresses the need for early planning, assessment, confidentiality, staff preparation, along with identifying and addressing student needs to effectively plan the transition from juvenile justice systems back to school. These needs are aligned to interventions within a research-based framework. There is a focus on relevant legislation and policy in the area of school transitions and their implications for this vulnerable population of young people. School leadership teams play an important role in this important transition, and as such, principals’ perspectives on student transitions from juvenile justice back to school are explored.

The majority of young people involved with the juvenile justice system in Australia are male and aged between 10 and 17 years. Those that are sentenced to a juvenile justice sentence serve an average sentence of 6 months for offences such as burglary, assault, and dangerous driving. Similar to other countries, these youth often have complex needs and experience high rates of recidivism. Evidence-based transition planning processes have been shown to lower these rates. Although not legally mandated, juvenile justice and education systems in most Australian states have programs in place to support these young people in reconnecting with education and/or employment, their families, and the community upon their release. These supports are explored through the lens of the five areas of the Taxonomy of Transition Programming 2.0. The overrepresentation of Indigenous youth in the Australian juvenile justice system is discussed, along with possible reasons for this phenomenon. The typical experience of an incarcerated Aboriginal teen is illustrated through a case study. Recommendations for future practice are presented.

Background The lifespan of women with intellectual disability (ID) has been steadily increasing, bringing new and unique challenges to these individuals and those who support them. Understanding these issues will help to improve support services for this population.Methods Using inclusive research methods, 15 older women with ID were interviewed about their wellbeing and their views on growing older.Results Interview data were analysed using the grounded theory approach. The core phenomenon identified through data analysis was “changes in life.”Conclusion The women reported a growing loss of independence as well as changes in their health and activities. Analyses revealed factors important for wellbeing as well as different coping strategies used by the women to deal with the age-related changes in their lives.

Attention-deficit/hyperactivity disorder, its diagnosis and its treatment have been controversial since the 1970s (Kean, 2012), with opinions differing with respect to the diagnostic process, whether it in fact exists, or if it is an excuse for poor parenting and teaching (Maras, Redmayne, Hall, Braithwaite, & Prior, 1997). There are currently few studies that directly examine demographic characteristics as an indicator of teacher knowledge of ADHD and their attitudes towards ADHD-type behaviours. In this pilot study of teachers in Sydney public schools, we examined teacher knowledge about ADHD, their attitudes towards students who exhibit behaviours associated with ADHD, and the impact of demographic characteristics on their opinions and attitudes. We set out to discover the levels of overall knowledge teachers possess regarding ADHD, the attitudes teachers hold towards ADHD and its associated inattentive/hyperactive behaviours, and if any demographic characteristics can predict these attitudes.Exploratory factor analysis and multiple regression analysis were performed to establish the existence of groups of variables with respect to teacher knowledge of ADHD and teacher attitudes towards ADHD-type behaviours and any demographic predictors of teacher attitudes. Analysis showed that, overall, teachers exhibit an adequate (50–85% correct responses to knowledge test questions) knowledge of ADHD, but less sound knowledge in some areas than others, for example, aetiology. Analysis also demonstrated that there are some significant demographic predictors of teacher attitudes; however, further research is needed to verify these preliminary findings.

Background Students with autism spectrum disorder (ASD) typically struggle with post-school employment, post-secondary education, and independent living outcomes. This may be due to their limited input on the goals that are set for their future during the transition planning process. Aim The aim of this systematic review was to investigate the extent of involvement of students in their IEP transition planning meetings in published research on the topic to date. Method and Procedures The authors reviewed articles published between 1994 and 2016. Searches were performed in ERIC, ProQuest Education Journals, PsycINFO, and Scopus databases, resulting in 15 articles meeting the inclusion criteria. Outcomes and Results Out of the 15 articles included in this review, five were survey research articles and ten were intervention studies. The overall results of the studies revealed that students with ASD had minimal active involvement in the transition planning process. Conclusions and Implications It is essential for teachers to educate students about the transition planning process to increase their awareness of the purposes and procedures of the transition planning meeting. There is a pressing need for a more student-centred approach in transition planning to empower students and support them in becoming better self-advocates.

Social and emotional competence has attracted significant and increasing theoretical and research attention. Drawing on Bandura’s social-cognitive theory, social and emotional competence is defined in terms of children’s personal agency (competence beliefs, perceived control) and interpersonal agency (peer relationships, teacher–student relationships, parent/carer–child relationships, social support). Personal agency and interpersonal agency are desirable ends in themselves and also an important means to other desirable ends (e.g., academic achievement, health and well-being). A bulk of research has investigated social and emotional competence among “mainstream” populations. Relatively less systemic attention has been directed to “at-risk” children. This chapter explores the role and relevance of personal and interpersonal agency in at-risk children’s academic, personal, and social well-being. For each of four at-risk groups—children with attention-deficit/hyperactivity disorder (ADHD), emotional and behavioral disorder, learning disability, and developmental disability—the chapter identifies personal and interpersonal agency factors that are critical to well-being. The theory and research described in the chapter clearly show that social and emotional competence, by way of personal and interpersonal agency, plays a fundamental role in at-risk children’s well-being outcomes. Following from this, directions for practice are discussed.

Mobile technology devices are commonly used as assistive technology to support children with Autism Spectrum Disorder (ASD) in gaining skills in interpersonal communication. While considered generally safe and effective, there are concerns that a child that is taught to communicate through interactive technologies may become dependent on the virtual world and its rewards, while interpersonal skills are sacrificed or not generalized to real world settings (Bauminger-Zviely, Eden, Zancanaro, Weiss, & Gal, 2013). This chapter theorizes that the anthropomorphic embodiment of humanoid robots may provide a compromise between the real and the virtual worlds. The authors suggest that a humanoid robot can use social stories within an Applied Behavioral Analysis (ABA) framework to support the acquisition of social interaction skills of children with ASD. The objective of this chapter is to contribute to the current literature by providing a description of this intervention and make suggestions for its implementation using a case study approach.

This article examines the current state of the transition process for students with developmental disabilities in New South Wales, Australia. Teachers from 75 schools were surveyed about current practices for students with developmental disabilities transitioning from primary to secondary school and from secondary school to post-school life. Teachers' responses to the open-ended survey questions were analysed using inductive content analysis. The results of the analysis revealed that although many schools had transition processes in place, such as school visits and orientation programs, many key evidence-based practices were missing. Key themes that emerged included school-specific transition practices at each level and the importance of home–school collaboration. Overall results indicated a need for a mandated, student-centred planning and support process, guided by evidence-based practice.

This study details an action research project completed by an Information and Communications Technology Integration Coordinator and a team of five teachers, supported by the university partners as consultants. The project focused on the process and outcomes of the introduction of iPad technology to support students with developmental disabilities at a private high school in Sydney. The data were analyzed using the inductive content analysis approach. This paper describes the experience, including teacher and student perceptions of iPad implementation. Recommendations for implementation and further study are also discussed.

Inclusive research is an accepted approach when conducting research about individuals with disabilities. No studies have been published to date on using mobile technology to support people with intellectual disabilities as researchers. An inclusive research team of researchers with intellectual disabilities and academic researchers used mobile technology to support research skill acquisition. They conducted 15 joint research training sessions, followed by 10 research meetings. In order to discuss the experience of using iPads to support researchers with intellectual disabilities, the authors used a multiple-case study approach. Findings included the challenges and successes of mobile technology implementation. In conclusion, the iPads enhanced participation opportunities for the researchers with intellectual disabilities not only in the research, but also in other areas of their lives. This also brought to light the vulnerability of women with intellectual disabilities and the lack of control they often e...

This preliminary mixed method single subject and qualitative interview study explored the incorporation of iPad tablets into the language arts lessons of four elementary school students with language-based disabilities. Using the iPad increased the student's academic engagement, which was measured by monitoring the number of prompts required to keep the students on task. Teacher and student interviews revealed high levels of satisfaction with using the iPad for language arts instruction. These findings confirmed findings from earlier studies that focused on mobile technology and communication. Limitations of the study and future research suggestions are discussed.

The use of mobile technology has increased greatly in recent years. Although the research in this area is still in its infancy, preliminary studies are showing a positive impact on the skills and academic engagement of students with disabilities. This column provides an overview of a selection of research studies involving mobile devices such as iPads. Ideas for classroom implementation and suggestions to overcome common challenges are also addressed.

This paper discusses the role of mobile technology in supporting people with dyslexia within the theoretical framework of Universal Design for Learning. The authors discuss how students with dyslexia can use mobile technology to address a diverse range of academic needs (such as reading, composing text, notetaking, metacognition and studying skills). Curriculum issues and teacher training are also examined.

This book chapter describes implementation implications of using the iPad and other mobile technologies with students (birth to adult) with intellectual disabilities. iPad and other mobile technologies offer many built-in features which facilitate their use for students with disabilities, particularly students with Intellectual Disabilities (ID). This chapter details ways that mobile technology can be used to make school and other environments (e.g., home, social) more accessible to students with ID. The theoretical framework underpinning this chapter is Universal Design for Learning (UDL), and it is applied to research-based practices for students with ID. This forms a solid base from which to examine: (a) available mobile applications (apps), (b) how apps can be used to support students with ID in accessing the curriculum, and (c) how teachers can use a framework to review and choose apps for their students.

Cumming, Strnadova, and Singh postulated 2014, that the Universal Design for Learning (UDL) framework promotes “access and inclusion through the development of flexible learning environments comprised of multiple means of representation, engagement and expression”. Therefore UDL provides a suitable theoretical framework for research examining use of mobile technology by students with developmental disabilities. This paper details the authors’ research work with students, parents, and teachers and their experiences with using mobile technology (specifically iPads) within the UDL framework. It explores the ways that iPads were used to support the learning of students with developmental disabilities, in both general and special education settings. Results, implications for practice and future research are discussed.

Many students with emotional and behavioral disabilities do not receive the social skills training required for success in inclusive school settings or life after graduation. Teachers often cite lack of training and motivation as factors explaining this. This article describes a teaching sequence that enables students to create and utilize their own multimedia social skills training modules. This intervention shows promise for social skills training in increasing student motivation, engagement, and generalization. Step-by-step instructions for teacher and student training and facilitation are included.

Universal Design for Learning (UDL) lends as a theoretical framework to support using mobile technology as assistive technology to allow students with disabilities to more fully participate in inclusive environments. This framework is supported by pedagogical approaches differentiated instruction and explicit instruction in inclusive learning and teaching settings. CAST describes the principles of UDL that provide multiple means of representation, engagement, action, and expression. The computer assisted instruction (CAI) is especially useful in the inclusive UDL classroom, due to the support it offers in differentiating instruction for all types of learners. The UDL framework combined with mobile technologies are suitable for improving the quality of life for students with special needs. Mobile technologies are useful technologies for a range of students with disabilities and can be implemented in a variety of ways to achieve a variety of purposes and it provides students with disabilities support to gain a variety of skills, knowledge and understandings in academic curriculum, social, and behavioral areas.

This article describes the development of a course sequence in assistive technology (AT) that was offered over a four year period for special educators, speech/language therapists, and occupational therapists. The course participants learned how to assess student needs for AT, what AT devices were available, and how to make good decisions within the IEP team process for students with disabilities. The major sections of the course were data-gathering frameworks, legal issues, augmentative communication devices, and computer access adaptations and software. Follow-up consumer satisfaction of the course by the participants is also summarized. One of the most beneficial residuals from the course was a short-term AT equipment loan program.