Recent advances in the science of learning and development suggest that education reform efforts will require approaches that attend to the needs of the whole student, to include intensive interventions for students who face barriers to learning, such as students with learning and attention disorders. Although the science of learning and…

Integrating students with intellectual disability in mainstream higher education is an important step toward inclusivity and true diversity in education. To create effective environments for these students, it is imperative to understand the attitudes of the administrators and faculty members who will be guiding them. A random sampling method was…

The practitioner journal article has been suggested as a tool to increase teaching professionals' use of evidence-based educational practices in the classroom. Not much is known about teacher use and opinions of practitioner journal articles. A purposeful sample of 346 preservice teacher candidates and in-service teachers was surveyed about its…

The purpose of this article is to present the scale items, the statistical characteristics, and evidence of validity of the previously unpublished Beliefs about Learning and Teaching Questionnaire that examines elementary teachers' epistemological beliefs and their beliefs about learning and teaching in inclusive classrooms. In this study, 186…

Despite increasing rates of entry, students with learning disabilities (LD) continue to face barriers to completing post-secondary education. Faculty attitudes and knowledge are important factors in supporting students with LD, yet little is known about faculty preparation. No valid, reliable, easy-to-administer inventory exists to assess the…

Universal design in the education setting is a framework of instruction that aims to be inclusive of different learners to reduce barriers for all students, including those with disabilities. We used the principles of Universal Design for Learning (UDL focuses on the learner) and Universal Design for Instruction (UDI focuses on instruction) as the…

For adults with intellectual disabilities, the opportunity to attend a postsecondary institution is increasingly becoming reality. Although there is a growing body of literature documenting examples of inclusive postsecondary education, there is a lack of information detailing the experiences of pre-service teacher candidates (TCs) who are…

Teachers need to expand their understanding of language in order to meet the diverse language and literacy needs of their students. Students may demonstrate deficits in the domains of language form (phonology, morphology, syntax), content (semantics), and use (pragmatics). However, existing studies have only investigated teachers' knowledge of…

This article reviews three studies that provide evidence that students with learning disabilities (LD) display optimistic academic self-beliefs, even in the face of relatively poor academic performance. In the first study, a quantitative approach was used to explore the spelling and writing self-efficacy of 133 adolescents with and without LD.…

Little research has focused on inclusion of students with disabilities at the university level. We asked students and professors at the University of Lethbridge to indicate their acceptance of three levels of inclusion (included in classes, provided with assistance and provided with professorial accommodation) for students with five categories of…