Virtual reality (VR) technologies have become powerful tools for delivering interactive learning experiences, offering controlled and adaptive environments for skill development. This study introduces an AI-enhanced standalone VR training framework designed for adolescents with autism spectrum disorder (ASD), integrating two interactive environments—a restaurant and a classroom—to support both life skills and educational competencies. The system was developed using Unity and Blender and delivered through Oculus Quest 3 standalone head-mounted displays with a dual-interface monitoring system for therapists and parents. A structured four-phase protocol (orientation, environment-specific training, integrated practice, and assessment) guided 15 participants (11 males, 4 females), aged 10–13 years, through 12 standardized sessions, producing 180 session-level records. Quantitative data included task completion time, error frequency, number of attempts, and interaction patterns, while qualitative feedback was collected from therapists and parents. Statistical analyses (paired t-tests, repeated measures ANOVA) revealed significant phase-related changes in completion time, error frequency, and task attempts, while success rates remained stable. An AI component using a Decision Tree classifier achieved 70.4% accuracy in predicting task outcomes, providing preliminary evidence for the role of machine learning in adaptive feedback and personalized interventions. Findings suggest that the proposed standalone VR framework enhances engagement and skill development among adolescents with ASD while offering valuable analytics for educators and therapists. The integration of VR, AI, and dual-environment design underscores the potential of immersive technologies to support scalable, adaptive, and data-driven interventions in special education.

The third space potential of an artist intervention in special education

Enhancing psychological resilience in mothers of children with intellectual disabilities through marbling art.

The experiences shaping culturally responsive teaching self-efficacy among pre-service special education teachers: Implications for teacher education

Traditional​‍​‌‍​‍‌ methods of managing student behavior in special education have typically been heavily dependent on the use of reactive strategies. Examples of these strategies include punishment, exclusion, or the use of token reinforcement systems. These techniques may temporarily suppress the expression of undesired behaviors; however, they frequently do not inculcate the required adaptive skills, nor do they encourage the development of self-regulation over time. Recently, a series of innovations in educational technology (EdTech), such as artificial intelligence (AI)–powered monitoring systems, wearable biofeedback devices, virtual reality (VR) applications, and gamified behavioral learning platforms, have been very influential in the field of behavioral intervention. This paper provides a critical evaluation of how the use of digital instruments can facilitate a shift in the disciplinary paradigm in special education from the use of punishment-based methods to the development of skills and the regulation of emotions. The current research, informed by the theoretical concepts of Positive Behavioral Interventions and Supports (PBIS), Social and Emotional Learning (SEL), and Universal Design for Learning (UDL), integrates empirical evidence from 2015 to 2025 to examine the role of technology in supporting the proactive, inclusive, and humane management of behavior. The review of literature leads to the formulation of the implementation strategies, pinpointing the ethical issues involved, and spotting the potential topics for future research, such as the challenges of integrating data-informed, empathetic, and skill-centered digital behavior interventions in the lives of individuals with data-informed digital ​‍​‌‍​‍‌interventions.

India, in common with many countries has developed policies that aim to create a more inclusive and equitable education system. As a signatory to international agreements that have seen a commitment to address the marginalisation of individuals from minority groups, including those with disabilities and special educational needs, the Indian Government has considered the ways in which schools can be supported to address a diverse population of learners. A review of literature was conducted using a four cell model which suggests that a relationship between policy, provision, expectations and outcomes is influential in the development of inclusive schools. Following a search of peer reviewed literature, papers were considered in relation to these four cells. The findings from the review indicate that research into inclusive education in India has been narrowly focused, with greater consideration given to the development of policy and provision and less to the experiences of students, parents and teachers or to the outcomes achieved in inclusive schools. Much of the research reported has been small in scale, and it is suggested that larger scale studies may be helpful in providing a more detailed national picture of inclusive practice across the country. It is further recommended that greater attention should be given to understanding the experiences of students and parents and to investigating the social and academic outcomes for students with disabilities who attend regular schools. Key words: Inclusive education; Policy; Special Education; India

Abstract The study examined Estonian teachers’ reading-related knowledge and its relations to their perceived skills to teach reading in association with professional background and experience. The initial sample consisted of 214 teachers for instrument validation. For the main analyses, a subsample ( n = 169) was used, comprising three groups: general education teachers ( n = 80), special education teachers ( n = 49), and special education student teachers ( n = 40). Overall, teachers demonstrated relatively modest levels of reading-related knowledge, particularly in declarative content knowledge. Special education teachers outperformed other groups in all three content knowledge areas: declarative, procedural, and pedagogical. The path model showed that teachers with higher declarative knowledge perceived their differentiation skills as higher. In contrast, teachers’ procedural knowledge was negatively associated with perceived skills in both differentiation and supporting reading motivation. Teachers who perceived themselves as more skilled in differentiation and supporting reading motivation tended to demonstrate lower levels of procedural knowledge. These findings suggest the presence of both self-critical awareness and overconfidence, the latter of which could reduce teachers’ awareness of their learning needs and hinder their engagement in professional development. Teaching experience had no effect on any content knowledge areas, although more years of teaching experience were associated with higher perceived skills in differentiation. These findings highlight the need for teacher education and professional development programs to better align perceived skills with actual knowledge through the use of self-assessment tools, structured feedback, and guided reflection on instructional practices.

ABSTRACT Background: Exposure to traumatic events is common amongst children from refugee backgrounds. Given the restricted access of refugee children to formal specialist resources and disrupted parental support mechanisms in low- and middle-income countries (LMICs), teachers are increasingly expected to be the primary responders to the complex psychosocial needs of trauma-exposed refugee children. However, despite LMICs hosting over two-thirds of the world’s refugee children, our current knowledge of how teachers respond to these needs is predominantly drawn from studies conducted in well-resourced, high-income countries, which fails to capture the unique experiences of teachers in inadequately resourced schools in LMICs. Objective: We aimed to explore qualitatively the experiences of school teachers in responding to the mental health and psychosocial needs of trauma-exposed refugee students in resource-poor settings. Method: Semi-structured qualitative interviews were conducted with 30 teachers from eleven schools in socio-economically deprived communities in Iran. Data were analysed using thematic analysis. Results: Teachers expressed that establishing close relationships with refugee students works as a ‘strategy’ to identify the trauma-related mental health needs of this population. Almost all teachers strongly emphasised that achieving positive outcomes from their support efforts requires a collaborative home-school partnership, with refugee caregivers playing a fundamental role in this process. It was also described by teachers that a welcoming school climate facilitated refugee students’ sense of belonging and maximised their ability to offer support. Whereas schools were recognised as the most accessible place for disadvantaged refugee children to receive timely psychosocial support, teachers noted context-specific barriers, such as financial stress, that negatively influenced their capacity to continuously support refugee-background students. Conclusion: Our findings highlight the need to expand the evidence base to capture the unique experiences of LMIC refugees and those supporting them, and to develop contextually-culturally relevant training programmes to help teachers better respond to the unique needs of refugee students.

ABSTRACT During the COVID-19 pandemic, Switzerland prioritized vaccination for school staff to mitigate the economic and societal impacts of school closures. However, there is limited research on vaccine acceptance and hesitancy among school staff in Switzerland. This study aimed to explore the arguments used by school staff to justify COVID-19 vaccination decisions in public and private institutions across Switzerland’s German-, French-, and Italian-speaking regions. Participants were recruited using purposive sampling from a national survey and through snowball techniques. Data were collected from interviews with 47 participants employed in nurseries, kindergartens, primary schools, middle schools, and special education facilities, conducted between November 2021 and March 2022. Interviews were analyzed using a primarily inductive approach, complemented by elements of abductive and deductive reasoning to identify key principles guiding decision-making. Among the participants, 36 had received at least one dose of the COVID-19 vaccine, while 11 remained unvaccinated. We extracted four main themes: respondents considered four principles (i.e. self-protection, protection of others, return to normality, and institutional loyalty) as starting points in their decision-making process and then developed different arguments, either in support or against vaccination. The findings illustrate the complexity of vaccine hesitancy within the school context, where individual decisions are shaped by a combination of rational, moral, political and identity-related factors. This study contributes to the theoretical understanding of vaccination decision-making processes, particularly in school settings. It highlights the importance of considering vaccine hesitancy in the workplace and underscores the need for tailored communication strategies that address specific concerns within professional groups.

Parents of children with dyscalculia felt isolated and unsupported, often having to take on the role of educator at home without proper guidance or resources. This study aimed to explore the lived experiences of parents in supporting their children with dyscalculia in such educational settings. Specifically, it sought to understand these experiences through the lens of Bronfenbrenner’s Ecological Systems Theory by examining the influence of the microsystem, mesosystem, exosystem, and macrosystem. The study is significant because it highlights the emotional, social, and systemic struggles parents face as they navigate inclusive education for their children with learning difficulties. Using a phenomenological research design, data were collected through in-depth interviews with seven purposively selected parents residing in Mati City, Davao Oriental. Results revealed key themes at each ecological level, including parental exhaustion, a lack of SPED support, and limited teacher-parent collaboration. At the mesosystem level, disconnection between home and school, unclear expectations, and exclusion from decision-making emerged as central concerns. Furthermore, one theme emerged: children's learning behaviors with Dyscalculia. These findings reflect the need for consistent communication, parental involvement, and structured school-home coordination in inclusive practices. The study concludes that while parents are resilient and committed, they remain unsupported by current institutional frameworks. It is recommended that schools actively engage parents in educational planning, enhance teacher training in special education, and establish clear, ongoing communication to foster effective inclusion.

Background: This retrospective study aimed to investigate the oral and dental health conditions of individuals with special care needs. It also aimed to explore the association between educational status, type of disability, and the need for general anaesthesia, and to assess the feasibility of performing dental treatments in clinical settings without general anaesthesia. Methods: A retrospective cross-sectional design was used, including 211 individuals aged 2-34 years with disabilities such as Autism Spectrum Disorder (ASD), intellectual disability and Down syndrome. Demographic variables, educational background, type of disability, dental status assessed through the DMFT/dmft index (decayed, missing, and filled teeth; for permanent/primary dentition, respectively), treatments provided, presence of calculus, and indications for general anaesthesia were analysed using descriptive and non-parametric statistical methods. Results: The mean DMFT/dmft score was 4.3 ± 3.9 (median = 4). Dental calculus was found in 24% of participants. General anaesthesia was required for 23% of individuals, while 77% could be managed under routine clinical conditions without general anaesthesia. DMFT/dmft scores did not vary significantly by age, diagnosis or educational status (p > 0.05). The indication for general anaesthesia differed significantly by age group and diagnosis (p < 0.05), being more common among younger individuals and those with ASD. Conclusion: Not all individuals with special healthcare needs require general anaesthesia for dental treatment. With appropriate behavioural management, many can be treated under local anaesthesia. Enhancing preventive strategies, strengthening special education programmes, and improving access to regular dental care are essential to improving oral health outcomes in this vulnerable group.

This study aims at exploring historical and transformative perspective of education in terms of inclusion in Nepal. The study further deals with paradigm shifts in education from the inclusion perspective. This is a qualitative research with systematic investigation of the developmental history of inclusive education in Nepal. Secondary data were collected from document analysis, library search, reference materials, and internet surfing. The study found out that inclusion concept in Nepal was developed basically from discourse on educational opportunities for children with disabilities. The provision of education for children with disabilities was incorporated in special education policies. The changing paradigm in education took place along with changing political landscapes of Nepal. The education policies of Nepal are also influenced by international contexts and policy provisions which are acting as source and also the pressurizer for developing and revising national policies.

Scholars in special education and related fields have developed and applied standards for classifying evidence-based practices (EBPs). Although many EBPs in special education have been identified by researchers applying one or more sets of EBP standards in systematic reviews published in peer-reviewed journal articles, this literature has yet to be synthesized. The purpose of this paper is to examine the classification of instructional practices in targeted EBP reviews published in peer-reviewed journals. A systematic review of literature identified 117 targeted EBP reviews published between 2005 and 2021, in which we identified 32 practices that were solely classified as EBPs. The findings of this review underscore the importance of conducting and reporting methodologically sound research to expand and clarify the evidence base for practices in special education. Implications for practitioners include the need to prioritize practices using the best available evidence while remaining critical consumers of emerging research.

There is little known about the behavior intervention plan (BIP) team composition for students with intellectual disability, developmental delay, and/or autism (i.e., IDD). We sought to understand whether students with IDD are included as part of the team to develop their BIPs and who is involved and the correlation with quality of the BIP. We reviewed and statistically analyzed records from 87 BIPs from one large school district. Of the records reviews, most BIP teams included a parent or guardian, administrator, general education teacher, and special education teacher. Less than 5% of BIPs included a student with IDD. Implications for policy and practice are provided. Specifically, federal and state policy guides are needed to ensure that BIP teams include both the individual with IDD and their parents or guardians, along with individuals with expertise in supporting students with IDD.

The attitudes of teachers working in special education schools towards games, sports, and physical activities are crucial for the participation of students with special needs in these lessons and for promoting their physical activity levels. Participation in physical activity positively affects the physical, social, psychological, and spiritual development of students with special needs. This study aims to evaluate the attitudes of physical education and special education teachers towards games, sports, and physical activities lessons in terms of various variables.The study involved 50 physical education teachers and 192 special education teachers working in special education schools. Data were collected using the "Attitude Scale Towards Games and Physical Activities Lesson," and ethical approval was obtained before the research. Descriptive statistics, normality tests, ANOVA, and independent samples t-tests were used for data analysis.Results indicated that gender, age, total professional experience, and school level did not significantly affect teachers' attitudes (p .05). However, physical education teachers had significantly higher attitude scores compared to special education teachers, and the service period in the current school also revealed a significant difference in attitudes (p .05).These findings suggest that attitudes vary by teaching branch and current school tenure but are independent of other factors. The more positive attitudes of physical education teachers are likely linked to their training background. Conversely, the decrease in attitude scores with longer tenure at the same school may reflect reduced motivation. In-service training programs are recommended to raise awareness among special education teachers and support active student participation.Keywords: Disabled Students, Games-Sports and Physical Activities, Physical Education, Special Education, Teacher Attitude.

This mixed-methods study examines the feasibility of implementing stackable micro-credential programs in Early Childhood Education (ECE) and Special Needs Education (SNED) at a Philippine university, responding to critical gaps in accessible teacher training. Combining needs assessment surveys (N=60), key informant interviews (n=10), and benchmarking of five leading universities, the research reveals strong demand for flexible upskilling, with 90% enrollment willingness and 65% preference for Master's-credit-bearing certificates. Stakeholders prioritized hybrid delivery (55% online, 37% blended), affordable pricing (₱20,000-25,000/~$350-440), and practical competencies like IEP design and play-based pedagogy. Benchmarking identified successful models integrating practicum requirements and ICT-enabled instruction, while institutional capacity analysis highlighted faculty readiness (5 qualified instructors) despite needing adjunct support for SNED supervision. Financial projections indicate sustainability, with Year 1 revenue (₱1.125M/~$19,500) exceeding operational costs by 125%. The study contributes to global conversations on micro-credentials by: (1) demonstrating their viability in resource-constrained contexts, (2) proposing a stakeholder-driven design framework adaptable to Global South institutions, and (3) addressing SDG4 targets for inclusive teacher training. Findings offer evidence for policymakers navigating the tension between standardization and localization in competency-based education reforms, particularly in Southeast Asia's evolving qualification landscapes.

The core impairment in children with Autism Spectrum Disorder (ASD) lies in impaired social interaction abilities, rooted in dysfunctions of the “social brain” -key brain regions including the medial prefrontal cortex, superior temporal sulcus, and amygdala. Current research confirms the social brain’s remarkable plasticity, providing a critical foundation for educational interventions. However, existing interventions for ASD children’s social brain plasticity face practical challenges: misaligned intervention targets with brain functions, inadequate personalized adaptation, lack of multi-scenario coordination, and oversimplified outcome evaluation. There is an urgent need to develop systematic intervention strategies tailored to educational practices. This study clarifies the developmental patterns of social brain plasticity in ASD children and proposes a four-in-one intervention framework: refined functional-targeted training, personalized tiered design, multi-scenario coordination mechanisms, and multidimensional closed-loop assessment. Theoretical advancements strengthen the practical logic chain from social brain plasticity to special education interventions, enriching applied research in special education. Practically, it provides actionable intervention solutions for teachers and parents, fostering coordinated development of ASD children’s social skills and social brain functions.

The present study focuses on the socio-psychological characteristics of self-attitude and social competence among adolescents with typical development patterns, in contrast to those with disabilities (or special education needs-SEN) in the context of inclusive education. The topicality of this research is determined by the need to understand the psychological mechanisms of adolescent adaptation within inclusive settings to develop effective support programs. The study involved 116 adolescents aged 13–15 years (58 with typical development patterns and 58 with SEN) from inclusive schools in Vanadzor. The methods employed were the Self-Attitude Assessment Technique by V.V. Stolin and S.R. Pantileev, the Social Competence Diagnostic Method by A.M. Prikhozhan, and correlation analysis by Spearman. The findings revealed significant differences between the two groups. Adolescents with special educational needs demonstrated an average level of social competence but exhibited significant challenges in expressing independence, organization, and self-confidence. Their self-attitude was characterised by low self-assurance, high internal conflict, and weak self-attachment. Correlational analysis showed a stronger relationship between self-attitude and social competence in the group with disabilities. For SEN, the critical factor in social adaptation was the emotional-value core (self-acceptance, self-worth), whereas for those with typical development, volitional-regulatory components (self-guidance, self-confidence) were more essential. These findings underscore the necessity of a differentiated approach in the psychological support of inclusive education.

In the modern educational environment, media play an increasingly important role in supporting students with disabilities, especially through increased communication, motivation and social inclusion. The research aims to examine the attitudes and ex­periences of special educators and rehabilitators in the Republic of North Macedonia regarding the use of media in their professional practice. A methodology was applied that included a quantitative survey with 56 participants and qualitative semi-structured interviews. The research focuses on the perceived benefits of media, the frequency and type of their use, as well as the barriers faced by professionals, such as technolog­ical limitations, lack of adapted content and insufficient training. The results show that media are generally perceived as a useful tool, especially in the context of visual sup­port and multisensory learning. However, there are significant differences in their use, depending on the level of digital literacy, the type of disability they work with, as well as institutional support. Additionally, differences in approaches to media use were re­corded between urban and rural areas, as well as among different generational groups of professionals. The interviews revealed different adaptation strategies and creative approaches to media integration, including the use of visual cues, auditory resourc­es, and interactive applications. The research has implications for improving training, developing localized resources, and systemic support for digital inclusion in special education. The development of comprehensive digital literacy programs, regular tech­nical support, and the inclusion of media in national strategies for inclusive education are particularly recommended. The findings open up space for future research that will examine the long-term impact of media on the academic and social development of students with disabilities.

In municipal adult education (MAE), adults are offered a second chance to complete secondary or upper secondary studies. This article examines how special educational support was organised within MAE in a Swedish municipality, focusing on students’ needs, the learning environment, and the resources available to teachers. It highlights the diverse needs of adult learners and how the physical learning environment interacts with teachers’ interpretations of those needs. Actor-network theory (ANT) serves as the theoretical framework, with the concept of translation guiding the analysis. Semi-structured group interviews with teachers and special educational needs teachers were conducted repeatedly during the first year of a three-year project on special needs education. The findings identify three translations of support: pedagogic group-oriented collegial learning, special educational individual-oriented support, and health promotion in a student health team. The article discusses dilemmas related to who receives support, who provides it, and where it can occur.