Teacher-student relationships (TSRs) are critical for student development, yet little is known about the role that malleable child-level skills and experiences play in shaping TSR quality among students with disabilities experiencing behavioral difficulties. This study examines how student experiences (e.g., classroom working alliance) and skills (i.e., social skills, internalizing/externalizing behaviors) relate to TSR quality as perceived by both teachers and students. Participants included 185 students with disabilities and 76 special education teachers across 50 schools. Multi-informant assessments and regression analyses revealed that working alliance, specific social skills, and externalizing problem behaviors were uniquely associated with both positive (e.g., trust, closeness) and negative (e.g., conflict, alienation) TSR dimensions. Importantly, working alliance emerged as a consistent predictor across both rater perspectives, while discrepancies between teacher and student perceptions highlighted the importance of using multi-informant approaches. Findings underscore the potential of interventions targeting alliance-building and social-emotional skills to enhance TSRs for students with elevated behavioral needs. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

The Lack of Broad Multidisciplinary Assessments in Children and Adolescents With Newly Diagnosed Idiopathic Intracranial Hypertension.

Understanding pain experiences in individuals with developmental disabilities in Saudi Arabia: A qualitative interview study.

ABSTRACT The semester internship is a critical component of teacher education in Germany, offering valuable professional development opportunities. While previous research has explored the relationship between stress and competence development in general education teacher training, little is known about this interplay among pre-service special education teachers working with students with emotionally and behaviourally difficulties (EBD). This study examines associations between stress experiences and pedagogical competencies among 107 pre-service special education teachers during their semester internship. Data were collected using a cross-lagged panel design at the beginning (t1) and end (t2) of the internship. Results reveal a high stability in self-rated stress experiences and competence levels over time, with moderate increases in teaching and educating competencies and a decrease in stress experiences. Specifically, higher teaching and innovating competencies at t1 predicted lower stress experiences at t2, whereas higher stress experiences at t1 predicted increased educating competencies at t2. These findings suggest that initial pedagogical competencies may serve as protective factors against stress experiences, while stress experiences might stimulate competence development in certain areas. The practical implications of this study highlight the need for tailored mentoring and university support to effectively balance stress experiences and competence development among pre-service special education teachers.

To explore the association between 24-h movement behaviours and fundamental motor skills in children with intellectual disabilities using compositional data analyses and to investigate the 'dose-effect' characteristics of the reallocation between 24-h movement behaviours and fundamental motor skills. A cross-sectional study was conducted among 306 children with intellectual disabilities aged 6-10 years from 12 special education schools in Beijing and Jinan between 10 September 2023 and 27 March 2024. The ActiGraph GT3X+ accelerometer was used to estimate the amount of time spent in 24-h movement behaviours. The Test of Gross Motor Development-2 was applied to assess fundamental motor skills. The compositional isotemporal substitution was utilized to analyse the relationship between 24-h movement behaviours and fundamental motor skills. (1) After controlling the gender, age and intellectual disability level, MVPA of children with intellectual disabilities was positively associated with their FMS total score, locomotor skills and object control skills (βFMS = 7.70, βlocomotor = 3.68, βobject control = 4.01, all p < 0.01). Additionally, SB was negatively correlated with their FMS total score, locomotor skills and object control skills (βFMS = -5.40, βlocomotor = -2.00, βobject control = -3.39, all p < 0.01). (2) According to the 'dose-response' curves, the mutual substitution of MVPA and other movement behaviours had an asymmetric effect on FMS, while the mutual substitution of LPA and SB had a symmetrical effect on FMS among children with intellectual disabilities. Furthermore, it was demonstrated that replacing SB with MVPA had the best-improving effect on the FMS of children with intellectual disabilities. Special education school administrators, teachers, parents and guardians should consider 24-h movement behaviours as a whole and pay attention to their impact on children with intellectual disabilities. In the process of promoting FMS in children with intellectual disabilities, ensuring adequate sleep and trying to reallocate time from SB to MVPA and LPA may be effective methods.

Introduction Teaching confidence is a critical determinant of instructional quality, teacher attitudes, and student outcomes, particularly in inclusive and special education contexts. This study validated a multidimensional Teaching Confidence Scale for primary special education teachers, encompassing Mathematics/Science Instruction, Instructional Innovation, and Classroom Management. Methods Using an Item Response Theory (IRT) framework, we examined the scale’s dimensional structure and psychometric properties in a sample of 305 primary special education teachers working in inclusive settings. Results Confirmatory factor analysis supported a robust three-factor model with excellent fit ( RMSEA = 0.027, CFI = 0.994, TLI = 0.956). Standardized factor loadings ranged from 0.62 to 0.91 across domains, indicating strong item–factor relationships. Reliability was consistently high, with Cronbach’s α values ranging from 0.83 to 0.97 and McDonald’s ω from 0.92 to 0.98 (AVE = 0.50–0.77). IRT analyses using the Generalized Partial Credit Model indicated satisfactory item fit (RMSEA &amp;lt; 0.05), moderate to high discrimination parameters particularly for Mathematics/Science Instruction and Instructional Innovation and minimal differential item functioning across teacher groups. Discussion Overall, the findings support the Teaching Confidence Scale as a reliable and valid instrument for assessing domain-specific teaching confidence in primary special education, with implications for teacher professional development, inclusive practice, and future research.

This article examines the development of the work of early childhood education and early childhood special education teachers in Finland's first university-owned early childhood education and care (ECEC) centre during the first year of its operation. The analysis focuses on teachers’ activity system and on identifying its inner contradictions and the suggestions for formed solutions. The theoretical background of the study is applied from the cultural-historical activity theory and Engeström's (1995) methodology of developmental work research. The data were collected in 2021, during the Covid-19 pandemic, when Early Childhood and Teacher Education Centre (ECTEC) Rauman pikkunorssi started its operations at the Rauma campus of the University of Turku. Data, i.e. remotely organised meetings (N=7) and diaries (N=10) of teachers as well as meeting memos (N=7) of the Pikkunorssi Team, were analysed abductively. As a result, the teacher’s activity system in ECTEC Rauman pikkunorssi is presented. Additionally, contradictions in teachers' activity system and suggestions for their resolution, especially from the point of view of academic collaboration, are presented.

ABSTRACT This study explored the pedagogical practices of seasoned non-SPED (special education) teachers in inclusive classrooms. The term ‘seasoned non-SPED teachers’ refers to general education teachers with extensive teaching experience but without formal training in special education. The study aimed to examine how these educators develop inclusive practices through reflective engagement, mentorship, collegial collaboration, and sustained professional learning. Data were collected primarily through semi-structured interviews with 18 participants, complemented by two focus group discussions to capture collective perspectives on shared pedagogical practices. Findings revealed that these teachers employed differentiated and varied instructional strategies, promoted collaborative learning, fostered student engagement, implemented purposeful classroom management, provided holistic and relational support, and actively pursued professional growth and guidance. The study highlights how experience, reflection, and professional learning intersect to shape inclusive pedagogical expertise. These insights contribute to understanding how inclusive education can be effectively implemented by teachers without formal SPED training and align with Sustainable Development Goals (SDG) 4: Quality Education and SDG 10: Reduced Inequalities. The findings offer guidance for educators, school leaders, and policymakers seeking to strengthen inclusive practices and support diverse learners.

Abstract This exploratory study examined the interplay between self‐regulation, uncertainty in mentalizing, and pedagogical competence in novice special education teachers. Drawing on conceptual frameworks highlighting the importance of adaptive self‐regulation for effective teaching, the study also investigated whether impaired mentalizing independently affects pedagogical performance. A sample of 707 novice teachers in special needs education completed self‐report measures assessing self‐regulation, uncertainty in mentalizing, and pedagogical competence. According to their self-regulatory capacities, participants were assigned to four groups. Multivariate analyses of covariance and univariate tests revealed that special education teachers with adaptive self‐regulatory patterns demonstrated higher pedagogical competence in teaching, educating, and assessing. In contrast, uncertainty in mentalizing was associated with lower overall pedagogical competence, with the most substantial negative effects observed in the domains of assessing and innovating. The findings suggest that both adaptive self‐regulation and effective mentalizing might reflect important determinants of effective pedagogical practice. Practical implications are discussed.

This study investigated the construct validity and psychometric properties of the Arabic version of the Opinion Relative to the Integration of Students with Disabilities (ORI) scale. Data were collected from 400 general and special education teachers as well as university faculty members. Exploratory factor analyses revealed a four-factor structure explaining 51.37% of the variance. Confirmatory factor analysis of the 15-item model demonstrated acceptable fit after item refinement. Subscale Cronbach’s α values ranged from.60 to.78, reflecting acceptable but marginal internal consistency in some subscales, with a total α of.75 (Cronbach’s α = .60–.78; total α = .75). Reliability indicators were further evaluated using Cronbach’s alpha and the convergent validity was assessed using the Average Variance Extracted (AVE), and Pearson correlation. The findings indicate that university faculty members and teachers generally hold positive attitudes toward inclusion and confirm that the Arabic ORI is a reliable and valid tool for assessing such attitudes. These results provide evidence supporting the instrument’s use in research and policy initiatives aimed at promoting inclusive education across Arabic-speaking contexts.

ABSTRACT The Tennessee Technology Access Program (TTAP) provides device loans, demonstrations, and reutilizations for individuals with disabilities and relevant personnel, such as special education teachers, in Tennessee. Yet, the literature suggests that special education teachers have limited knowledge and skills in assistive technology. Thus, this study assessed special education teachers’ awareness and use of their assistive technology program in Tennessee and their access to district-based assistive technology personnel, equipment, and training. A sample of 27 special education teachers self-reported their awareness and use of TTAP and their access to assistive technology resources within their districts. Most special education teachers reported they were not aware of TTAP, and they had not used its services. They also reported experiencing specific barriers to accessing assistive technology resources due to limited time and lack of clarity on TTAP’s service provisions. Most participants also reported a lack of access to assistive technology personnel, equipment, and training in their districts. Overall, Tennessee special education teachers did not have access to assistive technology resources in their districts and were not using TTAP. Recommendations are made for increasing the awareness, use, and access of assistive technology resources in Tennessee.

The study investigated the SpEd teachers’ methods, difficulties, and experiences in teaching children with disabilities in relation to climate change adaptation during the 2023–2024 school year in Cebu. This descriptive correlational research involved 126 purposively selected special education teachers from different school divisions in Cebu who completed a survey tool. Ethical considerations were observed before, during, and after the data collection process. The gathered data were analyzed using descriptive statistics and correlation analysis. Results indicate that the level of implementation of climate change adaptation strategies by special education (SpEd) teachers in their classrooms is moderate. The obstacles faced by SpEd teachers in mainstreaming climate change adaptation are significant, including the lack of SpEd-friendly instructional materials, inadequate funding for climate-related materials, and the absence of standard curricula. The level of adaptive teaching strategies developed by SpEd teachers was found to be low to moderate, with emphasis on visual storytelling, interactive role-playing, and assistive technologies. There is no significant relationship between the level of teaching strategies implemented by SpEd teachers and the challenges they face in integrating climate change adaptation concepts into their curriculum. Teachers recognize the importance of incorporating climate adaptation education into their curriculum, but encounter numerous obstacles. These findings underscore the need for effective organizational support, targeted professional development, and differential resources for special education to adequately address the complexities surrounding climate change mitigation.

The Trauma-Informed Attitudes and Practices of Early Childhood Special Education Teachers: A Mixed Methods Exploration

This study explores preschool teachers’ perspectives on home visit practices as a means of strengthening school–family collaboration in early childhood education. Home visits are increasingly recognized as an effective tool for building trust, supporting children’s social–emotional development, and promoting continuity between home and school environments. Despite their potential benefits, the implementation and perceived impact of home visits vary widely across educational contexts. Using a descriptive qualitative design, this study examined the experiences, perceived benefits, and challenges reported by 10 special education teachers working in public early childhood institutions. Data were collected through semi-structured interviews and field notes. These are analyzed using thematic content analysis. Findings indicated that teachers view home visits as a valuable practice that enhances communication with families, provides insights into children’s home lives, and strengthens teacher–parent partnerships. Teachers reported that home visits support children’s adaptation, classroom behavior, and academic readiness by fostering a sense of security and familiarity. However, they also identified several challenges, including time constraints, workload, safety concerns, and limited parental participation. Teachers emphasized the need for institutional support, structured guidelines, and professional development to implement home visits more effectively. Overall, the study highlights that while home visits contribute meaningfully to early childhood education, sustainable implementation requires systematic planning, administrative support, and clear standards. These findings may guide policymakers, school administrators, and practitioners in designing more comprehensive and effective home visit programs.

The purpose of this descriptive case study was to evaluate the extent to which high school special education teachers could implement a technology-based self-monitoring intervention, I-Connect, after completing a brief, asynchronous online training. Participants included three high school special education teachers and four students receiving special education who implemented I-Connect in their classrooms across 3 school weeks with minimal researcher involvement. Data were collected on completion of training materials, intervention design decisions, ongoing data-based individualization, social validity, and teacher perceptions of student behavior. Analysis included evaluating adherence to training materials and research-based recommendations for self-monitoring intervention design, data-based individualization, and changes in social validity from pre- to post-intervention. Limitations, directions for future research, and implications for practice are discussed.

AI-supported mental health literacy and action competencies among special education and mainstream teachers in inclusive primary schools are critical for promoting early identification and support of students’ psychological needs. This abstract proposes a study that examines teachers’ knowledge, attitudes, and skills in using artificial intelligence (AI) tools to recognize, respond to, and refer mental health concerns in inclusive classroom settings. The study will adopt a mixed-methods design, combining a survey of special and mainstream primary school teachers with in-depth interviews to explore how AI-enabled platforms, such as early warning systems and digital screening tools, are integrated into daily pedagogical and pastoral practices. Quantitative data will assess levels of mental health literacy, perceived AI self-efficacy, and action competencies, while qualitative data will capture teachers’ lived experiences, contextual challenges, and culturally grounded concerns. Findings are expected to highlight gaps in AI-related competencies, variations between special education and mainstream teachers, and the influence of school policies and support structures on responsible AI use for student well-being. The study aims to inform evidence-based professional development, ethical and context-sensitive guidelines, and mental health policies that strengthen the role of teachers as front-line partners in AI-augmented school mental health systems within inclusive primary education.

Cross-professional collaboration between music therapists and special education teachers in autism interventions: a grounded theory qualitative meta-analysis.

Development assessment is a fundamental component in the education of students with special needs because it forms the basis for understanding the developmental profile, learning needs, and individual potential of students. Individualized learning or Individualized Education Program (IEP) are highly dependent on the quality of development assessments conducted by teachers. Therefore, this study aims to examine the implementation of developmental assessments for students with special needs and analyze how teachers utilize the results of these assessments in designing and adjusting individual learning. This study used a qualitative approach with a field study design. The research subjects consisted of three special education teachers representing students with autism, hearing impairments, and intellectual disabilities. Data were collected through in-depth interviews and direct observation, then analyzed inductively through data reduction, coding, and conclusion drawing to identify the main themes that emerged. The results of the study show that teachers understand developmental assessments as the main foundation of individualized learning and implement them continuously through weekly and semester assessments. Teachers use a variety of assessment media and instruments that are tailored to the sensory characteristics and developmental stages of students. Assessment results are used directly in determining learning objectives, instructional strategies, material difficulty levels, intensity of assistance, and duration of IEP. This study concludes that developmental assessment plays a strategic role as the basis for individual learning decision-making. These findings emphasize the importance of strengthening continuous, adaptive, and integrated developmental assessment practices to support responsive and equitable special education services.

This study explores the relationship between special education teachers' resilience and various factors, including gender, income level, professional experience, school administration support, partner compatibility, and student disability levels. The study was undertaken with 329 special education instructors stationed in Istanbul, using a relational survey model. Data were gathered through a personal information form and the Brief Resilience Scale and analyzed using Pearson Correlation and Multiple Linear Regression Analysis. The findings reveal that teachers with lower incomes tend to have lower psychological resilience, while those who receive strong administrative support and have better partner compatibility in the workplace demonstrate higher resilience. Educators engaging with learners exhibiting mild impairments manifest greater tenacity compared to those instructing pupils with moderate to profound disabilities. In contrast, gender and professional experience do not significantly influence psychological resilience. Regression analysis results indicate that the examined variables collectively explain 59 percent of the variance in resilience levels. These findings highlight the importance of enhancing administrative support, fostering collaboration among teachers, and implementing psychological support programs, particularly for educators working with students with severe disabilities. Future studies should incorporate expanded sample sizes and longitudinal research approaches to cultivate a more nuanced comprehension of this subject.

Introduction: Various studies have demonstrated that individuals with special needs are at a higher risk of experiencing privacy violations compared to their typically developing peers. For individuals with special needs to acquire the necessary knowledge about privacy, educational interventions must be implemented to address issues related to privacy. At this point, special education teachers bear significant responsibilities. This study aims to examine the views and experiences of special education teachers regarding privacy education. Method: This study employed a phenomenological design, a qualitative research method. The study group consisted of 20 special education teachers. A semi-structured interview form was used to collect data. The interviews were conducted face-to-face. The obtained data were analyzed using the content analysis method. Findings: As a result of the analyses, four main themes were identified: the content of privacy education, privacy violations and coping methods, the instruction of privacy education in the classroom, and the level of family involvement. Discussion: The findings revealed that special education teachers had limited knowledge and skills regarding the content of privacy education, coping methods for privacy violations, and the instructional process. Additionally, the findings suggested that family collaboration during the privacy education process is insufficient, and the level of family involvement varies depending on several factors. The findings are consistent with the existing literature and support the need for structured programs for special education teachers as well as efforts aimed at increasing family participation.