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This article reviews the extant literature showing impacts of the COVID-19 pandemic on access to inclusive education for students with disabilities. It also explores the disproportionate impacts of distance learning and school closures during the COVID-19 pandemic on the legal rights, social-emotional supports, and quality of instruction for special education students and their families. Early data show that educational impacts of COVID-19 have exacerbated long-standing issues of inequity; these impacts may have long-term repercussions for this underserved group of students. The authors introduce frameworks that may inform future instructional practices to successfully teach students with disabilities in virtual learning environments.

Inclusion refers to the practice of educating students with disabilities in the general education setting. This concept stems from the seminal United States Congressional legislation PL 94-...

Adults with high-functioning autism spectrum disorder (HFASD) are understudied within the literature, especially within the context of employment. Extant data, though limited, suggests competitive integrated employment rates which are significantly lower than nuerotypical individuals. Researchers have suggested that one factor related to these low employment rates are limited interview skills demonstrated by individuals with HFASD. Additionally, individuals with HFASD tend to report lower levels of self-confidence and self-efficacy (SE), within the context of their ability to successfully pass a job interview. Benefits of employment for those with HFASD include a sense of purpose, independence, and social interaction, all of which improve wellness. To address these needs, a Virtual Reality Job Interview Training Program (VR-JIT) was implemented in an adult transition program to improve job interview skills. As such, this exploratory study examined pre-post changes in participants’ SE and self-confidence specific to their perceived interview skills; VR-JIT was a viable method to improve confidence and skill with interviewing and may help improve vocational opportunities that are linked with wellness for those with HFASD.

This one group pre/post study assessed the feasibility of a newly created nutritional course for sixth-grade students from impoverished schools. The sample ( N = 512) was comprised of students from the western and southeastern United States. Surveys assessing nutritional knowledge and appropriate diet consumption were completed before and one-week after the end of the course. Pre-service teachers enrolled in their service-learning activity conducted five-nutrition classes (one day per week) on the following topics, (a) The Body & Nutrients, (b) Understanding Food Labels, (c) Food Pyramid Servings, (d) Calorie Intake, and (e) Healthy Eating Goals. The results indicated a dramatic increase in Knowledge yet no gain on Behavior. Implications of these findings are discussed.