E-Learning Instructional Management For Students with Intellectual Disabilities

1-10

Efficacy of Cognitive Behavioral Intervention in Improving Executive Function of Children with High Functioning Autism Spectrum Disorder: A Meta-analysis

11-20

Polish Teachers’ Opinions on the Distance Learning of Students with Autism Spectrum Disorder

21-32

Examining Elements of Designing and Managing of Creating Inclusive Learning Environment: Systematic Literature Review

33-43

Predictors of Academic Self-Efficacy of University Students: Grades, Learning Disabilities and ADHD

44-52

Non-Pedagogical School Personnel as Agents in the Functional Assessment of Students with Disabilities and Special Educational Needs

53-59

The Experiences Of Three Students With Learning Disabilities as they Transition from High School to Postsecondary Education

60-72

Parental Perceptions Upon Receiving Diagnosis of Autism Spectrum Disorder and/or Intellectual Disability for their Child in Nigeria

73-87

Self-Determination Skills of Students with Autism in Postsecondary Settings

88-98

Involvement of Mothers as a Precondition for the Inclusion Process of Children with Complex Communication Difficulties

113-123

Student Teacher's Perception of the Relevancy of Theory and Practice in Inclusive Classrooms Based on Internship Experiences: External and Internal Support

124-135

Supporting Peer Play at Inclusive Preschools: Three Studies with a Single Case Research Design

136-148

Teachers’ Perceptions on Curriculum Differentiation for Students with Special Needs: Does Variation in Teachers Demographic Attributes Matter?

149-163

Scope of Co-Teachers’ Tasks in Polish Elementary Schools

Improving Mathematical Skills for Pupils with Specific Learning Disabilities

180-191