Disability Studies in Education

Classroom discourse is structured by asymmetry: a knowledgeable party solicits responses from learners to assess their understanding and guide instruction. This paper argues that when the epistemic goods at stake in these exchanges-attention, interpretive effort, and evaluative uptake-are allocated on nonpedagogical grounds, learners suffer a formative epistemic wrong. It develops formative epistemic injustice as a category of epistemic injustice that requires its own analytical framework rather than extension from Miranda Fricker's testimonial model. Fricker's framework centres on credibility deficits in exchanges between epistemic peers, but pedagogical contexts operate under constitutive asymmetries that render credibility unsuitable as an allocative principle. The just distribution of epistemic goods in classrooms adheres instead to pedagogical norms. When these norms are violated, the primary wrong targets learners' developing epistemic agency, distorting the capacities on which mature knowledgeproduction depends. This account explains how unjust allocation can become entrenched even without identity prejudice. Concentrated authority limits correction, developmental vulnerability weakens contestation, and temporal stability transforms momentary skew into persistent practice. Remedies combine teacher virtues of pedagogical discernment and transparency with institutional design that diffuses authority and makes patterns of attention and evaluation visible and revisable.

A troubling misconception exists that high-ability is enough to ensure positive educational, mental health and well-being outcomes for gifted students. Of course, we want all our students to develop their potential in school, so why are so many of our more able children failing in school and enduring the repercussions of reduced well-being? The notion that a student is not highly able if they are receiving poor grades is a common societal misconception, and this is commonly the case for gifted learners with disability, also known as twice-exceptional students. A considerable number of school students globally have intellectual ability in the gifted range, a high number of those are gifted with co-occurring disability, and many remain unidentified. It is, therefore, likely that a significant percentage of our classrooms have students who may be flying under the radar and are likely to be underachieving or unsupported within the school system. The purpose of this article is to highlight the issues around gifted students with disability that may contribute to their underachievement. Also discussed is how educators, counsellors and other key stakeholders can support this unique population of students.

For the past century, the evangelical church has cycled through many different models regarding the spiritual formation of children. While many of these models have been well intentioned, they have proven to be deficient in various ways, unintentionally causing many children to misunderstand God, become shallow in their beliefs, or grow skeptical of Christian faith and practice. Without sufficient attention to best practices in the spiritual formation of children, the church runs the risk of continuing to lead children into counterfeit beliefs, such as Moralistic Therapeutic Deism. This project argues that the performing arts, specifically music and theater, can deepen spiritual formation when used intentionally in children's ministry. These art forms bring this depth first in the act of truth-telling through music, activating all parts of the mind and body in ways that are impactful and memorable. Second, the implementation of storytelling, specifically through theatrical means, helps deepen a more complete understanding of Scripture as a whole, not only through its happy, light "storybook" moments, but also through the dark and hard parts of biblical history and the seemingly contradictory parts of Scripture. Finally, through soft, quiet leadership, the process of spiritual formation-which entails a desire to love God, to know Him, and to follow Him-can be facilitated through slow care and connection. This kind of inquisitive storytelling, facilitated through soft leadership and full body engagement, encourages young believers of Christ to lean into their love for Him, press on in their walk with Him, and as a result grow in their knowledge of Him. Pastor Doni Lilo, for helping guide me into the roles of children's ministry at my local church. I also am grateful to my Mom, my siblings, Gail Lilo, and others who showed me in different tangible ways how the arts of music and theater impact spiritual growth. Without their input, I would not have had such a love and involvement in the arts as I do now, and I definitely would not have been able to land on such a project as this. I would like to particularly thank Scottie May. In our two or so hour interview, my concept for the crux of this project truly solidified. I had already been so blessed by your written work, but being able to meet with you, hear your perspective, and glean from some of the wisdom that the Lord has grown in you over the years was truly a blessing to me. I doubt that I will ever forget that conversation. My professors in each of my departments also deserve a huge thank you. First, the professors and staff of the theater, Mark Lewis, Andy Mangin, Kailey Bell, and Heidi Birkey Elliott, who walked alongside me and taught me the importance of 'acting as revealing,' diligence (though Andy can attest I still struggled with punctuality near the end). Mark, the braid is really a novel, yet true concept. I want to thank Dr. Trotter from the Music department, not only for agreeing to be a second reader for this project, but also for exemplifying the courage to take steps beyond societal expectations in order to follow God's lead in being faithful to Him and His story. I also will always remember his prayer, that he would say at the end of choir for years: "Lift from our shoulders every burden that is not ours to bear." May that be ever true.

El estudio examina el discurso político de los parlamen
tarios durante la discusión del proyecto de Ley N.º 20.422 en Chile.
Se constituyó un corpus de 37 manifestaciones discursivas, se utilizó
el modelo teórico-metodológico de Giménez (1989) para el análisis
del discurso, el cual se complementó con estudios que amplían su
pertinencia metodológica (Monroy y Mayorga, 2020; Monroy y
Reyes, 2023; Monroy, 2023). El objetivo es develar mecanismos
simbólicos de inclusión que encubren prácticas de exclusión; me
diados por lógicas de visibilidad, asimilación y contraste, categorías
que caracterizan el fenómeno del tokenismo (Kanter, 1977). El caso
chileno demuestra que, sin una problematización pertinente de los
significados culturalmente construidos sobre la discapacidad, las
leyes pueden convertirse en dispositivos de inclusión limitados.

Educating disabled and non-disabled students in general physical education classes is now a
common practice internationally. However, the integration of austistic students into general
physical education classes in Colombian schools with little empirical evidence to guide practice
is concerning. The purpose of this study was to explore the Colombian pre-service physical edu
cators’ perspectives on barriers and facilitators to autistic students experiencing inclusion in inte
grated physical education settings. Data were collected between Novemeber, 2023 and January,
2024, and 135 (104 males; 31females) participated by completing an online survey. A two-step
coding protocol was used to analyze responses. The respondents cumulatively identified 501
barrier factors (3.71 per participant) and 548 enabler factors (4.06 per participant) factors which
they perceived to influence feelings of inclusion among autistic students. The study identified
social barriers and teacher-related factors as primary influencers on autistic students’ experiences
of inclusion. Interestingly, programmatic elements such as personnel support and appropriate
placement were seen as facilitators, albeit to a lesser extent. Environmental factors were
acknowledged as barriers by participants, although they were not as dominant. Overall, the find
ings suggest that Colombian pre-service teachers place significant emphasis on the role of social
interactions and teachers’ practices in fostering inclusive experiences for autistic students in
physical education

This paper proposes the design of an instructional model, referred to as the universal genre sphere, for teaching academic writing in a manner appropriate to all learners, but developed especially with consideration for the needs of English as additional language students with or without diagnosed learning differences. Despite growing research on, variously, second-language writing, English as an additional language and learning differences, there has been relatively little work that explores approaches to the intersections of these topics. Thus, the proposed universal genre sphere model is founded on the pillars of universal design for learning and the tenets of the genre-based approach, especially the teachinglearning cycle, to create more equitable and inclusive, as well as effective, learning environments. The universal genre sphere balances inclusive design that draws upon students' interests, while breaking learning into manageable and adjustable segments, thus making academic writing more accessible to a greater number of learners. The combination of universal design for learning and the genre-based approach represents an opportunity to create a shift in second-language writing instruction (and, potentially, in L1 writing instruction) that aligns with the principles of inclusive education by reducing barriers in the classroom and providing students with multiple pathways to participate, which could do much to advance knowledge about more inclusive, equitable and effective writing instruction for all learners.

Abstract
The aim of the article is the attempt of following through the actual and potential relations between the categories of disability and security, health security in particular, which will be more and more technologically determined in the next decades of the 21st century - mainly due to advanced information and cybernetic systems. The spectacular example of such a process can be the use of bionic prostheses among patients after amputations, intelligent insulin pumps, systems for monitoring blood glucose levels among diabetics or pacemakers. Technical devices that exchange data with the patient's body and, at the same time, are not isolated from external IT systems may not only become a good way to recover, they may also be a potential threat to his health and life. In this way, we can talk about the emergence of a new category: individual health cybersetcurity, as opposed to „cybersecurity of health care” understood in the institutional dimension. The issues of security of integration of biological and technical systems can be analyzed on many levels in this case: medical, IT, legal or economic ones. In this article, the attention is mainly focused on the sociological and pedagogical aspects of security and on the phenomenon of integration of systems of various structures organized in the „natural – artificial” opposition.

Streszczenie
Celem artykułu jest próba prześledzenia faktycznych i potencjalnych relacji pomiędzy kategoriami niepełnosprawności a bezpieczeństwem, w szczególności bezpieczeństwem zdrowotnym, które w kolejnych dekadach XXI wieku, będzie coraz bardziej determinowane technologicznie – głównie za sprawą zaawansowanych systemów informatycznych i cybernetycznych. Spektakularnym przykładem takiego procesu może być zastosowanie protez bionicznych u pacjentów po amputacjach, inteligentnych pomp insulinowych, systemów monitorowania poziomu glikemii u diabetyków czy rozruszników serca. Urządzenia techniczne wymieniające dane z ciałem pacjenta i zarazem nieizolowane od zewnętrznych systemów informatycznych mogą stać się nie tylko kolejnym sposobem na odzyskanie sprawności, mogą być również potencjalnym zagrożeniem dla jego zdrowia i życia. Możemy więc mówić w tym przypadku o wyłanianiu się nowej kategorii: indywidualnego cyberbezpieczeństwa zdrowotnego, w odróżnieniu od „cyberbezpieczeństwa opieki zdrowotnej” (cybersecurity of health care), rozumianego w wymiarze instytucjonalnym. Zagadnienia bezpieczeństwa integracji systemów biologicznych i technicznych, można w tym przypadku analizować na wielu płaszczyznach: medycznej, informatycznej, prawnej czy ekonomicznej. W prezentowanym szkicu, zwrócono uwagę przede wszystkim na aspekty socjologiczne i pedagogiczne bezpieczeństwa oraz samo zjawisko integracji systemów o różnej strukturze organizowanych w opozycji „naturalne – sztuczne”.

Becoming an Effective Servant Leader Luke 4:2-15 2 where for forty days he was tempted by the devil. He ate nothing during those days, and at the end of them he was hungry. 3 The devil said to him, "If you are the Son of God, tell this stone to become bread." 4 Jesus answered, "It is written: 'Man does not live on bread alone," 5 The devil led him up to a high place and showed him in an instant all the kingdoms of the world. 6 And he said to him, "I will give you all their authority and splendor, for it has been given to me, and I can give it to anyone I want to. 7 So if you worship me, it will all be yours." 8 Jesus answered, "It is written: Worship the Lord your God and serve him only". The devil led him to Jerusalem and had him stand on the highest point of the temple. "If you are the Son of God," he said, "throw yourself down from here. 10 For it is written: "He will command his angels concerning you to guard you carefully; 11 they will lift you up in their hands, so that you will not strike your foot against a stone." 12 Jesus answered, "It says: 'Do not put the Lord your God to the test". 13 When the devil had finished all this tempting, he left him until an opportune time. 14 Jesus returned to Galilee in the power of the Spirit, and news about him spread through the whole countryside. 15 He taught in their synagogues, and everyone praised him.

This chapter examines how Family as Faculty (FAF) initiatives intentionally center Black, Indigenous, and People of Color (BIPOC) multilingual families of children with disabilities as co-educators within special education and school psychology preparation programs. Drawing upon FAF’s Essential Understandings - Families as Experts, Examining Positionality, and Analyzing Power Relations - the authors analyze how BIPOC family members transformed educator preparation content and instruction through informing, networking, collaborating, and transforming interactions. Using qualitative examples from two FAF projects, the chapter highlights how families shared lived experiences, co-facilitated instructional activities, critiqued inequitable educational systems, and reshaped learning experiences for preservice educators. Findings demonstrate that intentionally structured family-professional partnerships foster critical reflection, challenge deficit perspectives, and promote more socially just and culturally sustaining practices in educator preparation. The authors argue that centering BIPOC family expertise within professional training can transform how future educators engage with families, support students with disabilities, and confront systemic inequities in schools.

Purpose-This study aims to present a complex analysis of the ways family dynamics are represented in six books for youth that depict characters with Tourette Syndrome (TS). In particular, this study highlights how characters with TS navigate layers of shame for being misunderstood in school and society, and how family dynamics either reinforce or support characters from internalizing ableism and the attendant pain and shame associated with being perceived as "abnormal." Design/methodology/approach-The process for selecting YA books began with a wide search of recommended book lists available online and curated by the disability community, such as disabilityinkidlit. org and the Tourette Association of America. The authors sought books with at least one main or secondary character with TS. Using questions informed by critical content analysis (Short, 2016), the authors reads each book and generated notes and data charts on themes and patterns, which included how interactions between characters with TS and their parents and siblings were depicted. After the authors read each book, they met for 90 min to discuss their notes, expanded their data charts and generated themes to address their research question: How do characters with TS navigate pain within family dynamics? Findings-Findings support that all six books reveal progressive and problematic portrayals and messages about disability and human differences. Characters with TS in the books the authors studied experience family dynamics that are fraught with pain. Findings also demonstrate that characters with TS act with agency and resilience to resist shame within family dynamics, educating their parents and/or siblings in ways that are healing and restorative within the family dynamic. Originality/value-The analysis of the six books provides support for educators to build knowledge about how disability is constructed within children's and youth literature to pose critical questions about problematic portrayals and to build a future for families that is inclusive of disability and values progressive notions about human differences.

Recent theorists in disability studies have explored the connections between neurodivergence and time, positing that mental disability exists in what is known as "crip time"; many neurodivergent people experience and relate to time differently from neurotypical people. Indeed, this very sense of differing or disjointed time is fundamental to some neurodivergent experiences. In this talk, I'll consider readings of both Hamlet and Macbeth through the lens of crip time. While Hamlet plumbs the unstable and variable nature of time in relation to grief, trauma, and disability, it explores (and then eventually rejects) the possibilities of crip time. Shakespeare constructs the play so that any reading of Hamlet, both of Hamlet's actions and of the play's events, inevitably depends on an agreed upon neurotypical judgement of time, a "normative" framework to which both audiences and the play's mad protagonist must ultimately submit. Meanwhile, a reading of crip time in Macbeth offers a vision of neurotypicality's potential fragility, porousness, and ultimately, impossibility.

This article seeks to analyze the meaning of medical diagnosis in the biographies of people who suffer from a rheumatic disease. Based in the ethnographic method, in-depth interviews were carried out among fifteen informants affected by different rheumatic conditions from the City of Barcelona. These interviews make it possible to see how the symptoms, dysfunctions or limitations experienced up until an accurate diagnosis is issued, can finally be reinterpreted through a model that explains the condition and gives it a name, attributing new meaning to the symptoms and establishing certain care and coping strategies. After a period of uncertainty, this definitive medical diagnosis allows to decipher the enigma of the chronic condition that afflicts the ill person representing a turning point in the illness trajectory that is recognized as a biographical disruption that resignifies the past and future of the subject. However, it is often necessary for those affected to undergo a complex, erratic and uncertain itinerary to reach the definitive diagnosis, so that this moment is identified retrospectively as a milestone in the illness experience. KEY WORDS Clinical Diagnosis; Rheumatic Diseases; Chronic Disease; Disabled Persons. RESUMEN El interés de este artículo es analizar el significado del diagnóstico médico en la biografía de los sujetos que padecen alguna enfermedad reumática, a través de un trabajo etnográfico basado en entrevistas en profundidad realizadas a un grupo de quince informantes de la Ciudad de Barcelona afectados por distintos padecimientos reumáticos. Los relatos de los entrevistados permiten abordar cómo los síntomas, disfunciones o limitaciones, experimentadas hasta el momento en que se emite un diagnóstico certero, finalmente pueden ser interpretados a la luz de un modelo que explica esta condición, se reconoce cuál es la enfermedad, se resignifica la sintomatología y se establecen determinadas estrategias de atención y afrontamiento. En este sentido, el diagnóstico médico definitivo logra descifrar el enigma de la condición crónica que aqueja al enfermo y constituye así un punto de inflexión en la trayectoria de atención, que es reconocido como una disrupción biográfica que resignifica el pasado y futuro del sujeto. No obstante, con frecuencia los afectados recorren un complejo itinerario, a veces errático e incierto, para llegar al diagnóstico definitivo, por lo que este momento se identifica retrospectivamente como un hito en la experiencia del padecimiento.

This article discusses the initial and continuing education of teachers in Special Education through Distance Learning in the state of Rio de Janeiro. Methodologically, the study followed the principles of qualitative research, analyzing documents produced in two programs offered by public institutions: an undergraduate degree in Special Education and a specialization program in Special Education and Technological Innovation. Data analysis revealed, among other points, that the pedagogical projects of both programs focus on the role of dialogical interaction and mediation in educational processes. This approach led to greater student participation in learning activities and lower dropout rates compared to other programs nationwide. The research also showed that the innovative methodology in Distance Learning, with synchronous and asynchronous activities, can be considered highly successful in preparing teachers in Special Education through this modality, combining quality, inclusion, and accessibility.

Without intentional integration of disability justice principles, teacher preparation programs (TPPs) may perpetuate the appearance of inclusion without the structural transformation needed to center students’ agency, perspectives, and rights (Freedman et al., 2019).
While some special education programs have started this integration (Ko et al., 2023), there are still limitations in general education programs. Inspired by the Salamanca Statement’s vision for inclusion, we explored how infusing disability justice principles in the context of a general education literacy methods course contributed to dismantling traditional inclusion barriers, while priming teacher candidates (TCs) for work in inclusive settings. Our study was framed by the principles of disability justice (Berne et al., 2018), complemented by Kafer’s (2013) and Mingus’s (2011) lens. Gathering data from class discussions and journals of undergraduate teacher
candidates (n = 78), we highlighted the transformative, positive impact of incorporating disability justice in general education. TCs celebrated disability as an identity and critically questioned the role of ableism in education and their professional lives. Becoming more confident, TCs felt more prepared and committed to working in inclusive settings. Recommendations were provided for general education faculty and programs to consider incorporating disability justice principles as a first step toward meaningful work with diverse populations.

This project examines the intersection of inclusive leadership, Universal Design for Learning (UDL), and digital equity as a justice-centered framework for systemic educational transformation. While digital access has improved in many educational settings, equity remains uneven. Access to devices and connectivity does not guarantee meaningful participation, cultural relevance, or equitable outcomes. The study argues that inequity is structural rather than accidental. Therefore, leadership-not technology alone-must serve as the primary driver of sustainable change. Moving beyond compliance-based approaches, inclusive leadership centers marginalized voices, redistributes power, and embeds justice into systems design. The project advances the position that Universal Design principles, digital equity frameworks, and ethical AI governance must be integrated to ensure accessibility, belonging, and long-term sustainability.

Equity and inclusion are the primary thrust of NEP-2020-inclusive and equitable education. Inclusive education is the process of integrating individuals with disabilities into a regular classroom, reflecting the world's commitment to equal educational opportunities as outlined in the UNCRPD. It emphasizes the importance of embracing diversity and promoting acceptance among students with disabilities. This paper examines the importance of including learners with impairments in mainstream classes and the favorable attitudes towards inclusive education among teachers, administrators, and students. Several barriers hinder its implementation, including a lack of professional development for teachers, insufficient learning facilities, difficulties in forming relationships between classmates, inadequate parent participation, and the absence of legislation and policies that align with its practice. NEP 2020 focuses on promoting an accessible learning environment and eliminating physical barriers to foster successful growth for all students. Moreover, this article emphasizes the importance of awareness about how children with impairments can be integrated into conventional classrooms and the benefits that inclusive education offers to both Differently Abled and non-impaired students. In conclusion, this paper emphasizes that the commitment to inclusive education is an integral and important part of the design of the NCFSE 2023 (National Curriculum Framework for School Education 2023). Schools must ensure that every student gets a full opportunity and access to learn and experience a sense of belonging. To ensure this, schools and the overall education system must take many actions. The curriculum must be truly equitable and inclusive in practice for all students. It is also crucial to achieving an inclusive and equitable society, where every citizen has the opportunity to dream, learn, thrive, and contribute. NEP 2020 aims to create an education system where all of India's children get equal opportunity to learn and excel, regardless of the circumstances of birth or background.

Families have been recognized a key element of schools, and models have been developed to aid schools in involving them. Yet, families are not monolithic, and more needs to be understood about how different families position themselves relative to formal schooling. In this article, we explore this phenomenon by analyzing family and educator responses to an open-ended survey collected in a suburban school district. To make sense of these family's perspectives, we draw on models of citizenship and democratic family engagement as well as positioning theory. We view families and schools through the lens of citizenship Analyzing family and educator comments, we construct three positions: Active participation, potential participation, and exclusion and explore nuances within these. We discuss dynamics of race and power differentials. Finally, we relate findings to a proposed Spheres of Participation model to better understand how families see themselves and are seen by educators in relation to schools. Informed by theory and research, this model supposes a position that did not appear in the comments: Transformative participation. We close with discussion of the implications and potential uses of the model.

The Virginia Tech shooting stands as a grim milestone and a stinging indictment of societal negligence. Nearly two decades later, the roadmap to preventing such violence remains largely ignored. This article deconstructs the life and psychosis of Seung-Hui Cho to reveal a hollowing failure of academic, psychiatric, and legal safeguards. From the subtle "negative symptoms" of schizophrenia mistaken for personality quirks to the cultural stigma of "bad blood" that prevents familial intervention, Cho’s trajectory was marked by missed opportunities. The author examines how legislative "fuzzy" areas and federal privacy laws erased a vital continuum of care, leaving a psychotic individual trapped in the vacuum of anosognosia. By reframing Cho’s massacre not as a random act of hate, but as a "soul murder" and a sacred sacrifice in the mind of the sufferer, this piece calls for a fundamental shift in how we treat those on the periphery. We must bridge the diagnostic gap and move beyond the "revolving door" of stabilization to prevent the predictable escalation of untreated rage.

NEUROSTRATEGIC CLINICAL PROTOCOL FROM 0 TO 18 YEARS

Professional competence. High competitive capacity. Market-dominating quality standards. Exceptional concentration, ultra-precise data processing, phenomenal attention to detail. Built on the child's neuro-foundation. A flawless engineering project of human capital. The child has become a competitive player, built his own system, and rewritten the rules of the global arena.

SEQUENCE OF ACTIONS
CONTENTS
Chapter 1. Diagnosis
Chapter 2. Clinical Picture
Chapter 3. Chronology
Chapter 4. Clinical Manifestations
Chapter 5. Pathogenetic Chain
Chapter 6. Understanding the Core of Pain. DPSD, DMD, Alalia, Dysarthria
Chapter 7. Hypercholesterolemia. Sequence of Actions
Chapter 8. Clinical Athlete’s Diet for Familial Hypercholesterolemia in a Child
Chapter 9. Sport with ASD, Hypothyroidism, Hypercholesterolemia
Chapter 10. Diagnosis Becomes Profession. Horizon 2040–2085
Chapter 11. Qualities of the Nervous System
Chapter 12. Professional Directions

Neurobiological Roadmap from 0 to 18 Years
Chapter 13. Age 0–7. Foundation
Chapter 14. Age 7–10. Authorship and Self-Regulation
Chapter 15. Age 10–13. Channeling and the Second Language
Chapter 16. Age 13–16. Professional Conversion
Chapter 17. Age 16–18. Entry into the Profession
Chapter 18. Labor Market 2060
Chapter 19. Horizon 2026–2085. Generational Transmission

Natasha Pisareva-Poluektova. Independent Humanitarian Strategist. Children and Families in the Healthcare System. Preservation of Generational Heritage.

In this commentary contextualizing the complexities at the nexus of disability and applied linguistics (AL), the authors highlight the paucity of conscientious attention to disabled populations in AL research, explore the intricacies of choosing appropriate terminology to describe disability and disabled people, challenge scholars in the field to reflect on and make explicit their emic or etic positionality vis-à-vis disability in their research, and call researchers to consider researching with, rather than merely about, disabled second language learners. The authors (a) illustrate how a collection of emergent research studies illuminates critical considerations at this underresearched interdisciplinary intersection in the field, and (b) demonstrate, via example studies in other areas of AL, how scholars may choose to center the disabled second-language learning experience rather than relegate it to the far corners of the field.

This qualitative study describes the accommodation communication as it occurs between faculty in higher education and students with visible and invisible disabilities. Elements of an accommodation communication model are: (a) disclosure, (b) validation, (c) request, (d) responsibility, (e) timing, and (f) negotiation. The disability rights movement began in the fall of 1962 with Ed Roberts’s decision to chose a school based on his academic needs not his disability (Shapiro, 1993). In 1962, only four university campuses were accessible to individuals with disabilities. Children with disabilities were not guaranteed an education nor was there a legally protected right to an accessible education for non-veterans until the seventies. The passage of the Rehabilitation Act of 1973 (P. L. 93-112 ) containing Section 504 made it illegal for any federal agency, public university, or recipient of federal funds to discriminate against an individual on the basis of a disability. Section 504 pre...

This qualitative study explored how early childhood teachers and parents in Pakistan understand and respond to trauma in children with disabilities. Guided by Attachment Theory and the Trauma-Informed Care (TIC) Framework, the research aimed to uncover perceptions, challenges, and potential supports for trauma-affected children in early education settings. Using a multiple case study design, data were collected from 20 participants (10 teachers and 10 parents) through semi-structured interviews and focus group discussions in both urban and rural areas. Thematic analysis revealed that teachers had limited formal training on trauma and primarily relied on reactive behavioral strategies, though they expressed a strong desire for professional development. Parents exhibited limited awareness of trauma, often influenced by cultural beliefs and stigma, and faced significant barriers in accessing services. Cross-cutting themes included the need for community-based support, home-school collaboration, and attention to systemic issues such as poverty and neglect. The findings highlight a critical gap in trauma-informed frameworks in Pakistan and underscore the importance of culturally adapted teacher training, parent education, and integrated support systems. Recommendations include developing national trauma-informed guidelines, fostering multi-sectoral collaboration, and embedding trauma-sensitive content into teacher education programs. This study contributes to the growing global discourse on inclusive and trauma-responsive early childhood care, particularly in lowresource contexts.

Background
Inclusive education is an essential paradigm shift aimed at ensuring
equitable access to quality education for all children, including those with disabilities, particularly in Ghana, where challenges and opportunities exist in rural-urban settings. However, the effectiveness of inclusive education policies, particularly from caregivers’ perspectives, remains understudied.
Methodology
This qualitative study utilised a community-based participatory
research approach through the application of Intersectionality Theory, conducting semi-structured interviews with 11 caregivers in Dodowa, Ghana. Participants included caregivers of children with varying disabilities, recruited through purposive sampling.
Findings
Analysis revealed five key themes: Knowledge of Inclusive Education
Policies, Teacher Qualification Perspectives, Implementation Processes, Implementation
Challenges, and Implementation Successes. Findings indicated variable awareness among caregivers of inclusive education policies, concerns about teacher preparedness, and significant barriers, including inadequate infrastructure and resource allocation. Despite these challenges, caregivers noted positive trends, such as increased community support and improved awareness of inclusive education.
Conclusion
The study emphasizes the critical role of caregivers in the implementation
of inclusive education policies in Ghana. Insights gained from their experiences can inform policymakers and educators to enhance the effectiveness of inclusive education initiatives

In video works that externalize embodied experiences of interaction and reflection, the autistic creators Sonia Boué and Mel Baggs separately balance words and imagery to articulate intimacy with the physical world, in the service of affirming a political consciousness of neurodivergent personhood. In this essay I elucidate the compelling communicative strategies of artworks and texts by Baggs and Boué, to highlight sympathetic pedagogical and psychiatric projects which have helped to create space for autistic artistic experiences, and to point to the gaps all of these figures illuminate in Western aesthetic philosophy and art education.

Purpose This systematic review analyzed the effectiveness of rehabilitation interventions on the employment and functioning of people with intellectual disabilities (ID), as well as barriers and facilitators of employment. Methods This was a systematic review of quantitative, qualitative, and mixed methods studies. The outcomes were employment, transition to the open labor market and functioning. The review included qualitative studies of employment barriers and facilitators. The population comprised people with ID aged 16-68 years. Peer-reviewed articles published in English between January 1990 and February 2019 were obtained from the databases Cinahl, the Cochrane Library, Embase, Eric, Medic, Medline, OTseeker, Pedro, PsycInfo, PubMed, Socindex, and the Web of Science. We also searched Google Scholar and Base. The modified selection instrument (PIOS: participants, intervention, outcome, and study design) used in the selection of the articles depended on the selection criteria. Results Ten quantitative (one randomized controlled, one concurrently controlled, and eight cohort studies), six qualitative studies, one multimethod study, and 21 case studies met the inclusion criteria. The quantitative studies showed that secondary education increases employment among people with ID when it includes work experience and personal support services. Supported employment also increased employment in the open labor market, which sheltered work did not. The barriers to employment were the use of sheltered work, discrimination in vocational experience, the use of class teaching, and deficient work experience while still at school. The facilitators of employment were one's own activity, the support of one's family, job coaching, a well-designed work environment, appreciation of one's work, support form one's employer and work organization, knowledge and experience of employment during secondary education, and for entrepreneurs, the use of a support person. Conclusions The employment of people with ID can be improved through secondary education including proper teaching methods and personal support services, the use of supported work, workplace accommodations and support from one's family and employer. These results can be utilized in the development of rehabilitation, education, and the employment of people with ID, to allow them the opportunity to work in the open labor market and participate in society.

Purpose This systematic review analyzed the effectiveness of rehabilitation interventions on the employment and functioning of people with intellectual disabilities (ID), as well as barriers and facilitators of employment. Methods This was a systematic review of quantitative, qualitative, and mixed methods studies. The outcomes were employment, transition to the open labor market and functioning. The review included qualitative studies of employment barriers and facilitators. The population comprised people with ID aged 16-68 years. Peer-reviewed articles published in English between January 1990 and February 2019 were obtained from the databases Cinahl, the Cochrane Library, Embase, Eric, Medic, Medline, OTseeker, Pedro, PsycInfo, PubMed, Socindex, and the Web of Science. We also searched Google Scholar and Base. The modified selection instrument (PIOS: participants, intervention, outcome, and study design) used in the selection of the articles depended on the selection criteria. Results Ten quantitative (one randomized controlled, one concurrently controlled, and eight cohort studies), six qualitative studies, one multimethod study, and 21 case studies met the inclusion criteria. The quantitative studies showed that secondary education increases employment among people with ID when it includes work experience and personal support services. Supported employment also increased employment in the open labor market, which sheltered work did not. The barriers to employment were the use of sheltered work, discrimination in vocational experience, the use of class teaching, and deficient work experience while still at school. The facilitators of employment were one's own activity, the support of one's family, job coaching, a well-designed work environment, appreciation of one's work, support form one's employer and work organization, knowledge and experience of employment during secondary education, and for entrepreneurs, the use of a support person. Conclusions The employment of people with ID can be improved through secondary education including proper teaching methods and personal support services, the use of supported work, workplace accommodations and support from one's family and employer. These results can be utilized in the development of rehabilitation, education, and the employment of people with ID, to allow them the opportunity to work in the open labor market and participate in society.

This dissertation examines how senior leadership teams in English schools influence the professional inclusion and career progression of physically disabled teachers. While equality legislation requires reasonable adjustments, limited research has addressed how these commitments are enacted in relation to staff in schools. The study responds to this gap by analysing the role of leadership practices in shaping disabled teachers' school workplace experiences. A qualitative methodology was adopted within a critical research framework. Five physically disabled teachers working in mainstream schools participated in semistructured interviews. Data were analysed using Braun and Clarke's (2006) thematic approach, allowing for the identification of recurring patterns while preserving the distinctiveness of individual accounts. The study was conducted with ethical approval and informed by critical disability theory.

Disabled people face many social problems in their lives, as outlined by the UN Convention on the Rights of Persons with Disabilities. These problems often increase when disabled people also belong to another marginalized identity. The first aim of this study was to report on the extent and what intersectionalities are mentioned in academic abstracts in conjunction with disabled people. Various intersectional concepts are used to discuss intersectionality-related issues. The second aim was to ascertain the use of intersectionality-based concepts to discuss the intersectionality of disabled people. The field of intersectional pedagogy emerged to discuss the teaching of intersectionality linked to various marginalized identities. The third aim was to ascertain the coverage of how to teach about the intersectionality of disabled people in the intersectional pedagogy-focused academic literature we covered. Ability judgments are a general cultural reality. Many ability judgment-based concepts have been developed within the disability rights movement, disability studies, and abilitybased studies that could be used to discuss the impact of ability judgments on the intersectionality of disabled people and enrich the area of intersectional pedagogy. The fourth aim was to ascertain the use of ability judgment-based concepts to analyze the intersectionality of disabled people. To obtain data for the four aims, we performed a manifest coding and qualitative content analysis of abstracts obtained from SCOPUS, the 70 databases of EBSCO-HOST and Web of Science, and an online survey in which we ascertained the views of undergraduate students on social groups experiencing negative ability-based judgments. As to the 34,830 abstracts that contained the term "intersectionality"; the 259,501 abstracts that contained the phrase "intersection of"; and the 11,653 abstracts that contained the 35 intersectionality-based concepts, the numbers for these abstracts that also contained the disability terms we used for our analysis were 753, 2058, and 274 abstracts, respectively, so 2.16%, 0.79%, and 2.35%, indicating a low academic engagement with the intersectionality of disabled people. We found many different intersectionalities mentioned in conjunction with disabled people, but most were mentioned only once or twice, with the main ones mentioned being race and gender. The literature covered made little use of most of the 52 intersectionality-based concepts we looked at (35 identified before the study and 17 more identified during the analysis). The literature covered also did not link to the area of intersectional pedagogy. Of the 25 ability judgment-based concepts, only the term ableism was used. As to the surveys, most students saw many of the social groups experiencing negative ability judgments, suggesting that the ability judgment-based concepts might be a useful tool to discuss intersectional consequences of ability judgments, such as intersectional conflict. Our data might be useful for intersectionality studies, intersectional pedagogy, disability studies, ability-based studies, and other academic fields that engage with intersectionality or with disability issues. Our study might also be useful for academics covering various topics to engage with the intersectionality of disabled people as part of their inquiries.

This Article occupies the junction of dis/abilities studies and critical race theory. It joins the growing commentary analyzing the groundbreaking lawsuit by Compton, California students and teachers against the Compton school district brought under federal disability law and seeking class certification and injunctive relief in the form of teacher training, provision of counselors, and changed disciplinary practices. The federal district court denied the defendants’ motion to dismiss but also denied the plaintiffs’ motion for a preliminary injunction and class certification, resulting in prolonged settlement talks. The suit is controversial because it seeks to address the trauma suffered by Black and Latinx students in poor, violence-torn inner-city communities by characterizing the students as having disabilities. The Article disagrees with legal scholarship thus far, which posits that using disability law to help these students both stigmatizes them and ignores current disability ...