ABSTRACT Children with neurodevelopmental disorders (NDD) often experience challenges with school participation and peer relationships. Education Outside the Classroom (EOtC) shows potential to enhance engagement and wellbeing, yet evidence in special needs education is limited. This study aimed to describe and evaluate the development of a practice guidance for implementing EOtC in special needs schools using a co-creation approach. An expert panel of students, teachers, and therapists, together with an adaptation team of stakeholders, participated in five integrated co-creation activities. Through workshops, school visits, and iterative feedback cycles, participants identified enablers, barriers, and strategies to support participation and inclusion, and contributed insights that shaped the content and format of the guidance. The resulting MOVEOUT-SPECIAL practice guidance integrates theoretical perspectives on EOtC and special pedagogy with practice-based recommendations. Key recommendations emerging from the co-creation process concern: (1) contextual strategies, (2) student strategies, and (3) educational strategies.

This study explores how the Family Envisioning Meeting (FEM), a person-centered planning (PCP) process for transition-aged students in Singapore, can be adapted to better meet the needs of stakeholders. Using the Cultural Adaptation Checklist, qualitative data from 17 individuals (i.e., four parents, eight school personnel, and five transition planning coordinators) across four special education schools were analyzed across six domains: language, persons, content, goals, methods, and context. While participants valued FEM for promoting collaboration and amplifying student and family voices, both cultural and practical barriers were identified. Culturally, these included unfamiliar terminology, discomfort with abstract goal setting, and norms around parental authority. Practically, challenges included limited staffing, unclear roles, and facilitation skills. Findings underscore the need for culturally responsive and contextually feasible adaptations of FEM and highlight the importance of systemic investment in training, infrastructure, and sustainable models of delivery.

The implementation of inclusive education in Special Needs Schools (SNS) in Indonesia continues to face enduring challenges, particularly in the contextualization of school-based curricula and developmental strategies. This study investigates the impact of instructional leadership and innovativeness among school principals on their ability to formulate responsive School-Based Curriculum (SBC) and School Development Plans (SDP) within SNS environments. A mixed-methods approach with a contemporaneous triangulation design was employed to collect data via questionnaires from five principals and 77 teachers, in-depth interviews with four principals and four teachers, and document analysis of SBC and SDP materials. Quantitative findings indicated a substantial association between instructional leadership and curricular planning competence (r = 0.377, p < 0.001), as well as between innovativeness and planning competence (r= 0.253, p=0.022). Qualitative findings indicated that although school leaders shown dedication to instructional leadership and pursued several innovations, these initiatives were frequently disjointed and devoid of institutional backing. Document analysis revealed a discrepancy between policy aims and actual planning practices. The study indicates that successful curriculum development in SNS necessitates robust individual leadership, methodical innovation, and organizational commitment. These findings provide guidance for policy reform, leadership development, and the creation of inclusive educational planning frameworks.

This study examined families’ perspectives and lived experiences regarding career transition planning for adolescents with Down Syndrome (DS) in an underserved Sizwe community in Soweto, South Africa. Using a phenomenological design, this qualitative study employed purposive sampling to select ten families of adolescents with DS and four Community-Based Organisations (CBOs). Semi-structured telephone interviews with participants were conducted between May and June 2025. Survey data from CBOs complemented family perspectives. Thematic analysis was used to analyse data. Ethical considerations were prioritised. Four themes emerged: families demonstrated limited awareness of systematic career transition planning, relying on faith-based coping and external agents; financial constraints emerged as the primary barrier to accessing services and saving for children’s futures; families recognised children’s strengths but lacked resources to develop these into career pathways; and families perceived schools as primarily responsible for career transition planning, reflecting uncertainty about their own role. CBOs offered general support but lacked specialised career transition planning programs for families and individuals with DS. Faith-based affirmations substitute seeking practical resources to nurture and develop specific skills or creating career transition plans that would actively prepare adolescents for independence in post-school settings. Recommendations include specific national policy guidelines that promote the post-school transition of special school graduates and collaborative partnerships in career transition planning among families, schools, and CBOs. The study is limited to the perspectives of one community, which may not reflect experiences and perspectives on the subject under study in other underserved communities.

This study examines the prevalence, characteristics, and educational implications of stuttering disorder among learners at the Government Comprehensive Special School, Lafia, Nasarawa State, Nigeria. Guided by the Demands and Capacities Model of stuttering, the study adopts a mixed-method descriptive survey design to explore how linguistic, cognitive, and environmental demands influence speech fluency in a multilingual school context. Data were collected through the Stuttering Severity Instrument Fourth Edition (SSI-4), structured classroom observations, spontaneous speech sampling, and semi-structured interviews. Quantitative data were analysed using descriptive statistics, while qualitative data were thematically analysed to contextualise fluency patterns and intervention practices. Findings indicate that most learners exhibit moderate stuttering severity, with disfluencies more pronounced in English than in indigenous languages. Limited access to speech-language therapy and reliance on informal classroom strategies further exacerbate fluency difficulties. The study provides context-specific evidence on stuttering in a Nigerian special-school setting and highlights the need for language-sensitive interventions, professional training, and integrated speech-therapy services in multilingual classrooms.

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.

This study assessed the impact of integrating cognitive linguistics principles into aphasia rehabilitation programs at Government Comprehensive Special School, Lafia, Nasarawa State, Nigeria. Aphasia, a language disorder often resulting from brain injury or stroke, significantly impairs communication and comprehension. While cognitive-linguistic approaches have shown promise globally, evidence from Nigerian special education contexts remains limited. A quantitative research design was adopted, using total population sampling of all 18 teachers directly involved in aphasia rehabilitation at the school. Data were collected through structured questionnaires with closed-ended items on a 5-point Likert scale. Descriptive statistics, including frequency tables and charts, were employed to analyze responses. The findings revealed strong teacher agreement that cognitive linguistics integration significantly improved students’ communication (77.8% strongly agree) and comprehension skills (61.1% agree, 16.7% strongly agree). Teachers also reported consistent use of Speech and Language Therapy (SLT) and Melodic Intonation Therapy (MIT), while Augmentative and Alternative Communication (AAC) tools received neutral responses, suggesting inconsistent application. The majority acknowledged the incorporation of Individualised Educational Plans (IEPs) tailored to learners’ needs. These results affirm the effectiveness of cognitive-linguistic principles in aphasia rehabilitation and underscore the need for improved AAC training. The study contributes context-specific evidence supporting innovative, tailored rehabilitation strategies for Nigerian special education settings.

This article will address what represents the challenges of literacy in the special education modality. The objective is to identify what are the barriers that exist for special schools to be able to promote quality literacy to their adepts. The methodology adopted was bibliographical research. The rationale points to some factors such as the formation of an action plan, from the continuing education of educators, as well as the availability of resources for such practice. The research aims to contribute to a more succinct analysis regarding the training of people who work in special schools, and who need to put into practice the construction of a work environment that can be considered as enriching and that aligns with the needs that this target audience presents. In the final considerations, readers can visualize the paramount importance of special schools for transforming the reality of these students.

Introduction: Inclusive education and adapted physical education require instruction that fits the sensory and motor-learning profiles of children with intellectual disabilities (ID), who often show persistent coordination difficulties in school. Objective: To design, validate, and field-test a five-phase multisensory instructional model for adaptive gymnastics for children with ID aged 7–12. Methodology: An educational R&amp;D approach was conducted in two phases: (1) expert content validation (n = 3) using Aiken’s V across model components; and (2) a preliminary field test with 20 students with ID (7–12 years) in a special school in Makassar, Indonesia. The intervention followed five phases (Sensory Activation, Pattern Cueing, Multisensory Guided Practice, Kinesthetic Reinforcement, Reflective Multimodal Feedback) delivered in seven modules (one session/module; ~40–45 minutes). Fidelity/feasibility were monitored across modules, and pre–post Fundamental Motor Performance (FMP) was analyzed using paired-sample t-tests with effect size (dz) and 95% CI. Results: Content validity was strong (Aiken’s V = 0.853). Fidelity improved from 2.38 (Module 1) to 3.63 (Module 7). Composite FMP increased significantly (+5.80; dz = 1.67; p &lt; .001; 95% CI [4.17, 7.43]), with the largest gains in Independence (+2.45) and Motor (+2.20). Discussion: Improvements aligned with structured repetition, multisensory cueing, and autonomy-supportive routines; job aids (e.g., icon cards, markers) supported consistent implementation. Conclusions: The model is valid, feasible, and associated with meaningful gains in fundamental motor performance for children with ID; broader implementation and longer-term evaluation are recommended.

Inclusive education requires responsive curriculum adaptation to support learners with diverse communication needs, especially those who lack an effective voice. This article reports on a community engagement initiative in the Sekhukhune District of Limpopo Province, South Africa, aimed at enhancing curriculum adaptation practices in special schools. A central component of this initiative was a workshop on Augmentative and Alternative Communication (AAC), facilitated by the Department of Inclusive Education at the University of South Africa (UNISA). The training presented participants with AAC strategies and emphasised differentiated instruction, as well as visual and tactile supports, alongside assistive communication technologies. Guided by the principles of Universal Design for Learning (UDL), the workshop encouraged flexible teaching approaches that went beyond content modification to include adaptations in pedagogy, learning materials, and assessment practices. A qualitative design was used, involving 17 participants purposively selected from five special schools. This group comprised teachers, a professional nurse, a social worker, and support staff from each school. Data were gathered through focus group discussions, document analysis, and field notes, and were analysed thematically. The findings revealed systemic barriers such as inadequate professional training, limited resources, and overcrowded classrooms, all of which hindered effective curriculum adaptation. However, participants showed strong commitment to applying the inclusive strategies learned during the workshop. This study highlights the value of university-community partnerships in strengthening inclusive education and emphasises the need for sustained professional development, resource allocation, and intersectoral collaboration to improve curriculum adaptation in rural special schools.

ABSTRACT Research on behavioral threat assessment and management (BTAM) has focused on traditional K-12 public schools, often excluding nontraditional settings such as alternative, charter, exceptional education, and other specialized schools. This study compared rates of BTAM referrals, threat classifications, support services, and disciplinary outcomes in a statewide sample of 1724 traditional and 407 nontraditional schools. Overall, the findings indicate that BTAM functions similarly in traditional and nontraditional schools, although alternative and exceptional education schools had higher referral rates and more serious threats than other school types. Charter schools were significantly more likely to have a student change in placement.

Introduction Autism spectrum disorder encompasses intellectual, motor, and social impairments. Understanding support needs in adaptive behavior is essential for identifying daily-life difficulties and planning effective educational strategies. Although the relationship between motor development and adaptive behavior has gained attention, evidence on the effects of motor skill interventions on functional independence remains limited. Methods This study investigated the effects of a personalized intervention targeting fundamental motor skills on the support needs of three autistic children aged 5 to 8 years. The intervention consisted of ten 45-minute sessions conducted between October and December in a special education school in Curitiba, Paraná, Brazil. A multiple-baseline design across participants was employed. Motor skills were assessed using the Test of Gross Motor Development–Second Edition (TGMD-2), and support needs were evaluated using the Supports Intensity Scale–Children’s Version (SIS-C). A sociodemographic questionnaire was used to characterize participants. Results Results showed a reduction in the intensity of support required for adaptive behavior, particularly in domains related to domestic routines and academic tasks. Discussion These findings suggest that personalized motor skill intervention programs may contribute to increased autonomy and daily functioning in autistic children, while allowing flexibility for individual adjustments.

ObjectiveTo examine whether health-related physical fitness mediates the association between fundamental motor skills (FMS) and social functioning in school-age children with autism spectrum disorder (ASD).MethodsA total of 117 school-age children with ASD were recruited from special education schools. FMS were assessed using the Test of Gross Motor Development–3 (TGMD-3). Social functioning was evaluated using the Social Responsiveness Scale–2 (SRS-2), with higher scores indicating greater social impairment. Health-related physical fitness was assessed via body mass index, flexibility (sit-and-reach), muscular strength (handgrip), muscular power (standing long jump), balance (one-leg stance), and vital capacity. Pearson correlation analyses and structural equation modeling with bias-corrected bootstrapping (5,000 resamples) were conducted to test mediation effects.ResultsHigher FMS scores were associated with lower SRS-2 scores, indicating better social functioning (r = −0.312, p < 0.001). Several health-related physical fitness components, particularly handgrip strength and flexibility, were significantly associated with both FMS and social functioning. Structural equation modeling demonstrated a full mediation effect, whereby health-related physical fitness significantly transmitted the association between FMS and social functioning (indirect effect B = −2.111, 95% CI [−3.576, −1.189]), while the direct effect was not significant (B = −0.095, 95% CI [−1.193, 1.274]). Model fit indices indicated an excellent fit.ConclusionHealth-related physical fitness, especially muscular strength and flexibility, appears to be a key mechanism linking motor skill proficiency to social functioning in children with ASD. Interventions that integrate strength and mobility training with motor-skill practice may enhance social outcomes in this population.

This paper revivifies Mental Agony among Caregivers of Autism Spectrum Disorder Children in Special schools at Primary level. Researcher tried to reduce the Mental agony of Caregivers of ASD children at Primary level. Objectives of the study: 1. To perceive the Mental agony faced by the Caregivers of ASD children. 2. To find out whether there is any significant difference between Male and Female of caregivers of ASD children in terms of Mental agony of Caregivers. 3. To find out whether there is any significant difference between the location of Rural and Urban of caregivers with regard to Mental agony of Caregivers and 4. To find out how to reduce the Mental agony of caregivers. Methodology: Normative Survey method was adopted in the study. Sample: Fifty caregivers those who were looking after the ASD children, Coimbatore were taken as sample for the study. Tool: Researcher’s self-made Interview schedule was used as a tool for the study. Validity of the tool was established by the opinion of the juries. Reliability of the tool was established by the split- half method. Statistical technique: ’t’ test was used to analyze the study. Findings Caregivers’ Interview schedule is useful for findings the mental agony of Caregivers. Educational implications: It can be implemented in all the Special schools.

ATD angle is important dermatoglyphic trait that is being used for medical purposes. The study aimed at determining the ATD angle of autistic and control subjects in Nigeria. A total of 200 subjects was used, 100 autistic (82 males and 18 females) and 100 (65 males and 35 females) control subjects. The subjects were selected from various special schools in Nigeria using convenient sampling. Scanning method was used to collect the data. After that an Autocad software was used to measure the three tri-radii on the palm to get Atd angle. The data obtained were analysed using SSPS and Mann-Whitney U test was used to test for the results. The result showed a lower atd angle for autism than control subjects for both sexes and both hands and for females’ subjects. However, the left hand of male autistic subjects showed higher Atd angle when compared to the control subjects. The results revealed no significant difference between the Atd angle of autistic and control subjects (P&gt;0.05) in Nigeria. Conclusively, the study deduced that ATD angle alone may not be enough in screening autism as it may not differentiate autism from control.

The study was carried out to explore reading culture among primary school pupils in Ado-Ekiti Local Government Area of Ekiti State. A descriptive survey research was adopted for the study. The population of the study comprised all the primary school pupils in Ado-Ekiti Local Government Area of Ekiti state, Nigeria. Due to financial constraint, the researcher selected a from the population a sample of 100 pupils randomly across the 10 primary school that constituted Ado-Ekiti Local Government Arear, Ekiti State. Two research questions were raised and answered. The data collected through the administered questionnaire was descriptive answered using frequency counts, means and standard deviation. Findings from the analysed data revealed that, encouraging Story telling and children/pupil, making reading materials locally, timetabling reading and library lessons, readers club are among the reading culture practiced by the pupils; and pupils exposure to a variety of reading materials, parents, teachers and the community should create an environment that is conducive for reading among pupils. Based on the findings, it was recommended that establishment of national school library policy by the Nigerian government through the ministry of education and sports in conjunction with national library of Nigeria; Setting up of reading clubs in schools by the school authoritie.

Children with intellectual disabilities experience social exclusion in all countries of the world. This is compounded too by their attendance at special schools in more affluent countries, especially those with a history of segregation. The article describes how sport was used to bring together students from special schools with their non-disabled peers in neighboring mainstream schools based around the Special Olympics Unified Champion Schools® program. A process evaluation was undertaken by the first author using interviews and questionnaires with 21 Special Olympics personnel and teachers from both mainstream and special schools. Based on their direct experiences, a process model was developed that could assist other sports organizations and schools to implement similar initiatives to advance the social inclusion of students with intellectual disabilities. Moreover the health outcomes from sports could be further enhanced if people with intellectual disabilities had greater access and inclusion in public health and primary care services. The process model outlined here might well be adapted to promote equity of access to healthcare which remains sadly lacking internationally.

Learning for children with special needs requires instructional approaches that can accommodate the diversity of students’ characteristics, potentials, and learning needs. One relevant approach is strength-based individual learning, which is designed by building on students’ potentials and strengths. This study aimed to analyze the implementation of strength-based individual learning as a strategy to enhance the engagement and independence of children with special needs at SLB Negeri Sumenep. This research employed a qualitative approach using Classroom Action Research (CAR) conducted in two cycles. The research subjects consisted of three students with special needs who had different types of learning barriers. Data collection techniques included observation, interviews, and documentation, while data analysis was carried out qualitatively through data reduction, data display, and conclusion drawing. The results showed that the implementation of strength-based individual learning significantly increased students’ learning engagement, as indicated by improvements in attention, active participation, and emotional involvement during the learning process. In addition, students’ learning independence also improved, as evidenced by reduced dependence on teacher assistance and increased ability to complete tasks independently. These findings indicate that strength-based individual learning is an effective and applicable strategy for improving the quality of education for children with special needs in special schools.

The relationship between mathematics education and visual impairment has historically fallen short in providing learners with meaningful access to mathematical understanding, often relying on practices that limit students’ agency. This study analyzes the work of three teachers at a Chilean special school for blind students. Their lessons were recorded, transcribed, and examined using the NCTM’s eight effective teaching practices as the analytical framework. The findings reveal a persistent emphasis on memorization and procedural reproduction, with few opportunities for reflection, reasoning, or engagement with multiple representations. These instructional patterns constrain students’ access to a full mathematics education and highlight structural tensions that warrant attention.

Learning for children with special needs requires instructional approaches that can accommodate the diversity of students’ characteristics, potentials, and learning needs. One relevant approach is strength-based individual learning, which is designed by building on students’ potentials and strengths. This study aimed to analyze the implementation of strength-based individual learning as a strategy to enhance the engagement and independence of children with special needs at SLB Negeri Sumenep. This research employed a qualitative approach using Classroom Action Research (CAR) conducted in two cycles. The research subjects consisted of three students with special needs who had different types of learning barriers. Data collection techniques included observation, interviews, and documentation, while data analysis was carried out qualitatively through data reduction, data display, and conclusion drawing. The results showed that the implementation of strength-based individual learning significantly increased students’ learning engagement, as indicated by improvements in attention, active participation, and emotional involvement during the learning process. In addition, students’ learning independence also improved, as evidenced by reduced dependence on teacher assistance and increased ability to complete tasks independently. These findings indicate that strength-based individual learning is an effective and applicable strategy for improving the quality of education for children with special needs in special schools.