A common question among teachers of students with high intellectual ability is how to best teach this group of children. To answer this question, it is first necessary to better understand their cognitive profiles. Thus, the primary goal of this study was to examine the neurocognitive profiles of children with high intellectual ability. To do…

Previous research has shown that children with special education needs (SEN) in inclusive elementary schools in Indonesia face challenges in terms of facilities and social abilities. Some studies have revealed that one benefit of an inclusive school is social inclusion, and parents of children with SEN in Indonesia also want their children to…

In this article, we report on a scoping review of empirical literature addressing the relationship between teachers' inclusion-related knowledge, skills, and attitudes and student outcomes. Using six common electronic databases for education (ProQuest, JSTOR, SAGE Journals Online, ScienceDirect, PsycINFO, PsycARTICLES), we searched for…

This article examines the research literature to determine whether the provision of quality early childhood education (ECE) lowers the risk of a child developing special education needs (SEN) and mediates the intensity of support for children with an identified exceptionality. Schools play a crucial role in reducing developmental gaps assessed at…

Teachers who show high teacher efficacy affect student achievement positively. Teaching is sometimes seen as an overwhelming profession because of classroom diversity and expectations placed on teachers. It is important to bring beginning teachers to the point at which they feel they are capable and will be more emotionally equipped to take on the…

The Supporting Effective Teaching project commenced in the early 1990s with studies of how classroom teachers work with students with special educational needs included in their elementary classrooms. Over the ensuing 20 years, the project team prepared and tested a model of the factors that influence student outcomes in inclusive classrooms, with…

Previous research linking school disruption with mental health problems has largely relied on assessments of academic achievement to measure school disruption. Early disruptive classroom behaviour (e.g., conflict with school staff, negative attitudes toward school), however, may precipitate poor academic performance and may stem from emerging…

This qualitative study explored the educational journeys of five postsecondary students with learning disabilities (LD) from the perspective of the students and their families. Using a resilience lens, it examined the challenges that they faced and the capacities and resources that facilitated their resilience and helped them achieve their current…

Mental health issues continue to present barriers for Canadian children, in terms of both psychological and academic outcomes. Growing numbers of students are placed "at risk" as a result. A mental health promotion approach suggests that students can develop a number of skills and competencies, namely those related to social-emotional…

Experiencing a traumatic event can impact students' well-being and jeopardize their academic achievement and social-emotional health. A quarter of all students will experience a traumatic life event before they graduate from high school (Costello, Erkanli, Fairbank, & Angold, 2002), necessitating an understanding of how trauma affects students…