Awareness of the rights of patients, including those with intellectual disabilities (ID), among healthcare professionals is a challenge for healthcare professionals. People with ID are particularly vulnerable to marginalization and neglect, due to communication and cognitive problems, and low levels of knowledge among healthcare professionals about the specific nature of their needs and functioning. The lack of knowledge among healthcare staff about existing patient rights has a significant impact on the exercise or violation of these rights. The research aimed to analyze the views of nursing students (NS) from Poland on the rights of patients with ID. The study was conducted in a group of 120 NS using a survey questionnaire. Integral parts of the survey questionnaire were the Beliefs about Rights of Individuals with Intellectual Disabilities in Healthcare Scale (Beliefs Scale - BS), Social Distance Scale (Distance Scale - DS), and a sociodemographic questionnaire. The study showed that the relationship between views on the rights of people with ID and social distance towards them may play an important role in shaping the attitudes of future nurses towards this patient group.

This study aimed to examine the effects of unplugged programming education on computational thinking and social skills in individuals with developmental disabilities. As computational thinking is recognized as an essential competency in the digital age, it is important to promote inclusive access to programming education so that people with developmental disabilities have equitable opportunities to develop this skill. A modified multiple-probe design across participants was used in this study. The study involved six individuals with developmental disabilities in the Republic of Korea. The intervention spanned 14 sessions, and unplugged programming education was implemented using tangible programming tools. As a result, all participants showed improvements in computational thinking compared to the baseline, and these effects were maintained during the maintenance phase. In particular, the PND results showed strong effects on computational thinking (100%). In addition, all participants exhibited increased social skills, with PND values ranging from 50% to 100%, suggesting moderate to strong effects depending on the individual. These findings suggest that instructional strategies that consider the characteristics of individuals with developmental disabilities can effectively enhance both computational thinking and social skills. Future research should include a broader range of age groups and disability types, and it should explore the long-term effects of such educational interventions.

Special schools cater to learners with diverse special needs, whose unique challenges often test teachers’ capacity to manage discipline effectively. This study examined how teachers address indiscipline and the challenges they face in special schools within South Africa’s Free State Province, specifically in the Mangaung Metro District. Guided by the Discipline with Dignity Theory (DDT) and framed within an interpretivist, qualitative paradigm, a phenomenological design was employed. Data were collected through semi-structured interviews with six purposively selected teachers and were analysed thematically. Findings reveal that teachers adopt dignity-preserving strategies, such as privilege systems that reinforce positive behaviour through recognition (preventive), one-on-one conversations that build empathy and trust (relational), learner codes of conduct that promote fairness and accountability (structural), and therapeutic activities that restore a sense of belonging and self-worth (restorative). However, systemic barriers, including communication difficulties, limited professional training, low parental involvement, and socio-economic hardship, undermine consistent application of these approaches. The study recommends that the Department of Basic Education provide ongoing, context-specific training on restorative disciplinary practices tailored to learners with special needs and reduce academic pressures on teachers to enable a focus on behavioural development. Strengthening parental engagement and improving communication tools for deaf learners are also crucial. The study offers novel insights into the practical implementation and limitations of dignity-based discipline in special schools, thereby enriching the discourse on inclusive education.

The article focuses on implementing inclusive education in Thai mainstream education, highlighting the United Nations (UN) and United Nations Educational, Scientific and Cultural Organization (UNESCO) guidelines on the right to education for children with special needs and referencing the Thai legislative framework. Thailand has a legal framework in place to support inclusive education; however, in practice, significant barriers still exist to its implementation. The aim of this research is to explore the practice of inclusive education in Thai schools and identify the main challenges faced by teachers and educational institutions. The study uses theoretical methods, including literature and document analysis, as well as empirical methods such as a questionnaire survey of teachers and students. The results reveal that teachers with less experience are more likely to support inclusive education, with the majority of teachers citing a lack of resources and professional development. The main findings highlight the need to enhance teachers' professional development, increase public awareness, and improve access to resources to ensure equal educational opportunities for all students, thereby contributing to the development of an inclusive society. The development and implementation of effective policies are crucial in preventing discrimination and fostering positive attitudes towards students with special needs.

The present study examines the effectiveness of prompt fading in teaching self-questioning strategies to enhance reading comprehension among upper elementary students with learning disabilities. Grounded in the Gradual Release of Responsibility Framework (Pearson & Gallagher, 1983), this technique systematically reduces external support, enabling students to apply cognitive strategies independently. Despite its theoretical promise, empirical evidence on the effectiveness of prompt fading in reading interventions remains limited. To address this gap, a single-case study was conducted with three multilingual students with learning disabilities (aged 8–10) in an inclusive elementary school in Germany. Using an expository text comprehension task, they were guided through a structured prompt fading procedure to develop self-questioning skills. Results demonstrated substantial improvements, as measured by effect sizes, and hierarchical piecewise linear regression. These findings support the assumption that prompt fading is an effective tool for fostering independent questioning skills in upper elementary students with learning disabilities and diverse linguistic backgrounds. Further research should explore its applicability in various educational contexts.

In this study, the impact of employing sensory integration techniques on the use of hearing aids, attentional capacity, and conceptual instruction for a second-grade student diagnosed with hearing impairment and autism was examined. The child's progress was evaluated after 12 weeks of intervention, which consisted of three class sessions per week. The implemented educational program was designed to foster the development of the child's anticipated skills by engaging multiple sensory modalities concurrently. A single-subject experimental design was utilized for the investigation. It was observed that the student who initially used the hearing aid for 30 seconds to one minute before the study progressively increased the duration of its use each week. By the conclusion of the study, the student was able to complete lessons without removing the hearing aid. Significant improvements were noted in conceptual teaching, particularly regarding color identification and the distinction between large and small concepts. Additionally, the student demonstrated markedly enhanced performance in attentional activities. These findings suggest that sensory integration-based education can effectively support the developmental needs of children with hearing impairments and autism.

Dystonic cerebral palsy (CP) presents significant challenges due to its complex movement disorders and associated complications. This case report details a unique 12-year longitudinal observation (from birth to 12 years of age) of a patient with severe dystonic CP, highlighting the benefits of an interdisciplinary, structured therapeutic approach. The patient exhibited severe dystonia, motor impairment, and a high risk of musculoskeletal and systemic complications. Diagnosis and treatment were guided by the WHO's International Classification of Functioning, Disability, and Health (ICF) framework, incorporating the "F-words" concept and evidence-based recommendations. An interdisciplinary team collaborated to provide comprehensive, long–term care, including a neurologist, orthopaedist, neurosurgeon, physiotherapist, orthoptist, neuro-logopedist, alternative communication specialist, and psychologist. Over the whole course of treatment, the patient maintained good body structure and function, with no significant pain or respiratory, gastrointestinal, or urinary complications. While the mild range of motion restrictions were observed, the patient achieved independent mobility using assistive technologies and actively participated in school, sports, family activities, and social interactions. However, dystonic movements remained an unresolved challenge. This case underscores the potential of a structured, interdisciplinary approach to enhance the quality of life for individuals with severe dystonic CP. This approach significantly improved the patients' and their families' quality of life across all ICF domains. Our findings highlight the need for national healthcare systems to adopt comprehensive rehabilitation strategies to improve functional outcomes and promote independence in children with CP.

This paper aimed to adapt and validate a special education teacher contextual scale (SETCS) that integrates organizational support, classroom infrastructure, and teachers' professional backgrounds into a unified framework. This study employed a quantitative survey involving a total of 109 special secondary educational teachers in a pilot study and 200 in the research field. Relevant items were adapted and validated with both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). A total of 23 items were removed after testing the content validity, and the three factors were established with 22 items. The CFA demonstrated high reliability, which corroborated the appropriateness of the three-factor measuring model. Specifically, the multi-group confirmatory factor analysis (MGCFA) revealed that the instrument yields similar response patterns, enabling comparisons of scale scores and testing for measurement invariance across different groups. The results indicated that the SETCS instrument has a sufficient level of reliability, lending scientific validity to the instrument designed to assess the contextual factors of special education teachers.

Long-standing special education teacher (SET) shortages and declining enrollment in SET preparation programs in the United States (U.S.) have resulted in a significant number of alternatively-certified SETs in classrooms, particularly in poverty-impacted schools. As a result, the least experienced teachers often serve in schools with historically underserved students. It is critical to understand the needs and experiences of these teachers to support them better. This qualitative study examined twelve first- and second-year, alternatively certified special educators’ experiences in inclusive classrooms in poverty-impacted schools in the U.S. Participants completed a brief survey of demographics and daily experiences, two semi-structured interviews, and member checks. Results were analyzed to understand participants' experiences teaching within inclusive settings. Key themes - an impossible task, feeling like they worked in “someone else’s stadium,” and a preference for separate settings - underscore the complexities of implementing inclusive education effectively. Recommendations for special and general education teacher and administrator preparation and ongoing support are provided.

This study explores physical education teachers' perceptions and working experiences towards children with autism. The phenomenological qualitative research method was used in the study. Eleven physical education teachers participated in the study. Color metaphors and semi-structured interview question techniques were used to collect research data. In the findings obtained, being a teacher of children with autism was expressed with white color metaphors, being a teacher of children with autism was expressed with blue color metaphors, sports for children with autism was expressed with red color metaphors, families with children with autism were expressed with gray color metaphors, and in the analysis of semi-structured interviews, three main themes as field competence, social impact and development areas and eleven sub-themes related to them were formed. As a result, it was concluded that sports trainers have positive perceptions of children with ASD and that they have experiences that the sports pieces of training they implement have positive effects on these children.