Families raising children with autism spectrum disorder (ASD) in China often experience high levels of stress that may compromise family quality of life (FQoL); however, empirical evidence examining the influence of contextual and family-related factors remains limited. This cross-sectional study investigated patterns of FQoL among Chinese families of children with ASD and examined differences associated with parent gender, residential location, family structure, and child ASD severity. Survey data were collected from 204 parents of children with ASD in Guangdong Province using a standardised FQoL measure. Overall, families reported relative strengths in family interaction and nurturing relationships, alongside notable challenges in economic stability and informal social support. Fathers reported significantly better physical and mental well-being than mothers. Urban families demonstrated higher levels of leisure and recreational opportunities than rural families, whereas nuclear families reported higher overall FQoL than three-generation households. Child ASD severity emerged as the strongest negative predictor, with FQoL declining consistently from mild to severe levels. These findings underscore the importance of considering gender roles, rural - urban disparities, family structure, and disability severity when designing family-centred interventions and support services for families of children with ASD in China.
In this qualitative research undertaking, the researchers' primary focus is to explore the challenges experienced by students with disabilities (SwDs) pursuing higher education in Srinagar city, Kashmir. The study, conducted across various educational institutions, engaged 24 purposefully selected participants from whom data were gathered through in-depth interviews. Data analysis was done thematically, and four overarching themes, including infrastructure and accessibility, institutional support and awareness, education-related challenges, and socioeconomic and psychological obstacles, were identified. Results highlight that the SwDs experience a myriad of challenges, including the absence of disability-friendly infrastructure and transportation, accessibility barriers, inadequate institutional support, limited awareness among teachers about disabilities, and compounding financial and psychological challenges. Consequently, the study highlights a noticebale gap between the claim made by institutions of higher learning regarding full inclusivity for SwDs and the ground realities they experience. Recognising and addressing these issues is, therefore, imperative for the concerned institutions to genuinely uphold the principles of inclusiveness.
This study aims to assess the effectiveness of inclusive education and identify key indicators for successful inclusion of children with disabilities in mainstream schools. A comprehensive literature review and focus group discussions informed the identification of factors enhancing accessibility and inclusion in mainstream schools. These include previously unreported or underexplored factors, such as inclusive infrastructure and accessible built environment, awareness of universal design for learning, therapeutic care centres and vocational training, etc. Using fuzzy Delphi method, followed by a Wilcoxon signed rank test, the study developed a set of 33 indicators across seven categories, based on input from 25 experts after two rounds of analysis. This novel interdisciplinary methodology is among the first to apply the fuzzy Delphi method in identifying and selecting inclusive education indicators. It will aid effective implementation and policy formulation for educational institutions, schools, government organisations and NGOs working to mainstream children with disabilities. Given India's financial and resource constraints, future research can prioritise the identified indicators to address disparities, support informed decision-making and budget allocation for improving accessibility and inclusion in schools. The findings also serve as a foundation for developing an assessment framework (audit checklist) to evaluate accessibility and inclusivity of mainstream schools.
Disability is often associated with the need for support in broader society, and the employment of individuals with disabilities is frequently addressed in terms of providing them with personal, social, and economic assistance. However, for individuals with disabilities, the choice of an occupation can also serve as a means of supporting others and contributing to their well-being. This study focuses on understanding the variables associated with high school students with physical disabilities who prefer occupations that position them as providers rather than recipients of help. 76 high school students with physical disabilities participated in the study. Results indicated that the most highly endorsed vocational values were 'friendship' and 'helping others'. Students with personality traits of extraversion and conscientiousness demonstrated higher levels of active coping and posttraumatic growth. Furthermore, those with higher levels of active coping and posttraumatic growth were more likely to value helping others as a vocational ideal.
This study explores the experiences of Spanish graduates with disabilities who successfully completed a university degree in the field of Social Sciences. The research employed a qualitative methodology, using individual semi-structured interviews to explore factors that contributed to the university success of 32 graduates with disabilities. The information was analysed through an inductive system of categories and codes. The findings are presented in three main areas that highlight self-efficacy as a key factor for university success: personal characteristics that acted as facilitators, coping strategies for learning difficulties, and actions to build relationships within the university community to overcome obstacles. The study concludes that self-efficacy is an ability that helps people with disabilities to overcome barriers and achieve university success.
A substantial body of research has confirmed delayed cognitive development in adolescents with visual impairments, as well as the effectiveness of music intervention in enhancing cognition among various populations. The aim of the current study was to assess how a single music listening intervention affects cognitive performances in adolescents with visual impairments. The current study is a within-subjects repeated-measures design. Fifteen adolescents with congenital severe visual impairment participated in the present study, and they underwent two sessions: the experimental session consisted of a single 30-min music listening (with preferred music); whereas, the control session was conducted without listening to music. Cognitive performances (attention and information processing speed; working memory; executive functions) and mood state were randomly assessed both before and immediately after either the music intervention or the silence intervention. All cognitive data improved significantly (p < 0.001) after listening to music. Moreover, music intervention has the potential to significantly (p < 0.001) improve five out of six mood ratios of the Quick Mood Scale questionnaire. Therefore, a 30-min single music listening intervention (with preferred music) was effective to enhance cognitive (non-executive and executive) performances in adolescents with visual impairments and such improvement may be linked to the mood enhancement.
This narrative review synthesises global evidence on how inclusive classrooms foster social skills in autistic children and identifies the conditions under which practices succeed. Drawing on studies from high- and low-/middle-income contexts, including Spain, India, Indonesia, Bangladesh, and Ethiopia, the review integrates Bandura's Social Learning Theory and Vygotsky's Zone of Proximal Development to explain why classroom strategies work when embedded in everyday routines. Evidence converges on explicit, structured instruction, including role-playing, social narratives, peer-mediated exchanges, teacher modelling, and visual supports delivered within predictable contexts and paired with contingent feedback. Across settings, these practices improve initiations, turn-taking, joint attention, emotion regulation, and conversational reciprocity, with stronger gains when teachers engineer frequent, authentic opportunities and families reinforce skills at home. Implementation is often constrained by limited ASD-specific training, large class sizes, scarce specialist support, curriculum rigidity, and stigma, reducing intensity, fidelity, and continuity while contributing to teacher burnout. The review distills practical principles: link instruction to real contexts; maximise peer response opportunities; provide precise feedback; use routine-based visual scaffolds; monitor progress; and ensure culturally responsive adaptation. With sustained training, flexible curricula, staffing support, and family-school partnerships, inclusive classrooms can support durable gains in participation, belonging, and academic engagement.
Students with disabilities who are forced to leave their homes due to armed conflict, persecution, environmental crises, or other forms of involuntary displacement, within their country or internationally, face compounded barriers to accessing and succeeding in post-secondary education. Yet, their experiences, educational trajectories, and the supports available to them remain underexplored. This scoping review examines existing empirical research on the experiences of students with disabilities in post-secondary education who come from forced migration backgrounds. By addressing the intersection of disability, displacement, and post-secondary education, this review highlights the unique challenges faced by this population as well as supports identified as effective and essential for educational access, participation, and success. Only seven peer-reviewed articles published internationally between 2008 and 2024 were located, revealing a significant gap in research and understanding of these experiences. The findings of this paper were synthesised to identify seven major challenges and 10 enablers that illustrate how financial, social, institutional, and psychological factors impact on these students' post-secondary education opportunities and success. Directions for further research, as well as recommendations for inclusive education policy and practice in post-secondary contexts - institutions, educators, policymakers, as well as community and government organisations involved in settlement support - are provided.
This study examines the representation of women with autism on the websites of Spanish non-profit organisations, assessing whether their specific characteristics and needs are adequately reflected. A quantitative content analysis was carried out on 94 websites of non-profit organisations specialising in autism. First, information related to prevalence, late diagnosis, and the description of autism was analysed to determine whether gender differences were addressed. Second, the sections containing specific information about women with autism were examined. The results indicate that few organisations address late diagnosis in women. Additionally, contrary to current scientific evidence, only 10.6% of the websites mention gender differences in the presentation of autism, and just 6.4% refer to the camouflaging ability in individuals with autism. It is also noteworthy that some of the autism traits most frequently mentioned by organisations are precisely those that tend to manifest differently in women. Likewise, only 10 websites include specific sections dedicated to women with autism. The study highlights the need to incorporate updated information on these websites about late diagnosis in women, gender differences in autism presentation, and camouflage as a distinctive trait of the female profile. This will help recognise the specific characteristics of women with autism, strengthening their identity.
This mixed-methods study examined motivational, efficacy, and burnout correlates of mathematics instruction for students with intellectual disabilities. Eighty-three special-education teachers completed the Work Task Motivation Scale for Teachers, the Mathematics Teaching Efficacy Beliefs Instrument, and the Maslach Burnout Inventory, and responded to open-ended questions about practices and challenges. Teachers reported high autonomous motivation, moderate self-efficacy, and moderate emotional exhaustion, indicating continued professional engagement. Qualitative themes reflected the use of real-life contexts, differentiated instruction, and adaptive strategies alongside barriers such as rigid curricula and limited resources. Findings highlight the interplay between motivational and emotional factors shaping instructional quality and underscore the need for professional development that integrates pedagogical competence with teacher well-being to enhance mathematics learning for students with intellectual disabilities.
In France, the inclusion of students on the autism spectrum in higher education is a growing concern. While adapted pedagogical practices have been proposed in previous research, the opinions of students on the autism spectrum themselves had never been investigated. This study aimed to assess and compare the perceived relevance and implementation of different pedagogical practices among students on the autism spectrum (n = 18) and students not on the autism spectrum (n = 413).Participants completed a 54-question survey covering four themes: course information and rules, organisation and content, PowerPoint, and engagement strategies. Descriptive analyses and ANOVAs revealed that: 1) all practices assessed were considered relevant by both groups; 2) the "PowerPoint" and "Information and rules" categories were rated as most relevant; 3) eleven practices were considered significantly more relevant by students on the autism spectrum (e.g., use of sans-serif fonts, information about noise-canceling headphones); 4) PowerPoint-related practices were perceived as the most frequently implemented; 5) the majority of practices were considered insufficiently implemented by students.These findings provide concrete guidance for policymakers and teachers on which pedagogical practices should be prioritized to better support both students on the autism spectrum and their neurotypical peers.In France, the inclusion of students on the autism spectrum has become a major issue for universities. While several pedagogical practices adapted to the needs of students on the autism spectrum have been proposed in previous research, the opinions of students on the autism spectrum themselves regarding these practices have never been investigated. The aim of this study was therefore to assess and compare the perceived relevance and implementation of different pedagogical practices in university courses in France among students on the autism spectrum (n = 18) and students not on the autism spectrum (n = 413). Participants completed a 54-question survey covering four themes of pedagogical practices identified in the literature (course information and rules, organisation and course content, PowerPoint, and engagement strategies). Descriptive analyses and ANOVAs showed that: 1) all pedagogical practices assessed were considered relevant by both students on the autism spectrum and students not on the autism spectrum; 2) the "PowerPoint' and 'Information and rules" categories were considered the most relevant; 3) eleven practices were rated as significantly more relevant by students on the autism spectrum than students not on the spectrum (e.g. the use of sans-serif fonts and information about the possibility of wearing noise-cancelling headphones); 4) practices in the "Powerpoint' category were perceived as significantly more frequently implemented in university courses; and 5) students considered that the majority of these practices were not sufficiently implemented. This work provides useful information for policymakers and teachers regarding the pedagogical practices that should be implemented to support both students on the autism spectrum and students not on the spectrum.
Teacher agency is central to effective practice within China's 'Learning in Regular Classroom' (LRC) model for inclusive education. This study investigated the mechanisms underlying teacher agency by surveying 1,385 LRC teachers in Chinese primary and secondary schools and assessing their perceptions of school inclusive climate, job stress, and teacher agency. The results revealed that a positive school inclusive climate strongly enhanced teacher agency, whereas job stress severely undermined it. Job stress mediated the relationship between school inclusive climate and teacher agency. Drawing on social-ecological systems theory, these findings call for multi-level interventions: a supportive school environment at the microsystem level, collaborative teacher networks at the mesosystem level, and enabling policies at the macrosystem level.
The purpose of this study is to examine the measurement structure and reliability of the Turkish version of the Multidimensional Attitude Scale towards Persons with Disabilities Scale (MAS) and determine related constructs in the nomological network of disability attitudes. Five hundred and fifteen Turkish college students were recruited for this study. The sample was randomly divided into two groups: one for conducting the exploratory factor analysis (EFA) and the other for performing the confirmatory factor analysis (CFA). EFA and CFA results revealed a four-factor measurement structure provided a good fit to data, indicating that the underlying data can be explained by four latent variables. Turkish students tend to have relatively higher level of negative attitudes towards persons with disabilities in terms of affective domain (prejudice) than cognitive domain (stereotype) and behavioural domain (discrimination). Several factors demonstrated significant associations with psychological well-being. Factor analysis results supported a four-factor measurement structure with good reliability and construct validity. The MAS can be used to advancing disability stigma research in Turkey and internationally, facilitating cross-cultural comparisons and informing inclusive policies and interventions.
This study explores those socioemotional factors inherent to their professional condition to work in diverse environments. A total of 236 university students, who belonged to the Degree of Primary Education (n = 236) of the Faculty of Humanities and Education Sciences of Ja & eacute;n (Andalusia) [Spain], of which 184 were women (78%) and 52 men (22%), with a mean age of 23.02 years (SD = 3.55), took part in this study. The instruments used were: Brief Emotional Intelligence Scale (BEIS-10) and the Attitudes towards People with Disabilities Scale (EAPD). The aim was to determine the relationship between EI and each of the dimensions related to attitudes towards people with disabilities. An explanatory and relational structural equation model based on PLS-SEM was developed. The results showed that higher EI is related to more positive attitudes towards disability in the different dimensions assessed: rights recognition, role assumption, assessment of limitations and capabilities, and personal involvement. The present research has shown the need to promote the development of those socio-emotional factors that allow us to know the needs of students through emotional intelligence programmes.
This study endeavoured to understand the experiences and perspectives of South Korean (SK) immigrant parents of adult children with Autism Spectrum Disorder (ASD) who participated in a culturally adapted online Physical Activity (PA) intervention. It also examined which aspects of the intervention influenced changes in their perceptions and attitudes towards supporting their adult children's participation in PA. Using a descriptive qualitative research design, six SK immigrant parents from various regions across the United States engaged in the intervention and participated in semi-structured interviews. Overall, the findings indicated that although the intervention increased parents' knowledge of how to teach and support PA participation for their adult children with ASD, they continued to seek ongoing support due to limited access to PA facilities, lack of experience, and persistent cultural and language barriers.
Parenting a child with Down syndrome (DS) has received limited scholarly attention in Kazakhstan, where understanding of these families' needs, support systems and lived experiences remains underdeveloped. To address this gap, this qualitative phenomenological study examines the lived experiences of parents, with a focus on the educational paths of their children and the barriers encountered along the way. The study draws on data from interviews with eight parents of children with DS from various regions of Kazakhstan, guided by the Conceptual Model of Family Factors Relating to the Early Development of Children with Down syndrome. The main finding was the numerous obstacles faced by children with Down syndrome and their families in educational, recreational and community settings. As a result, mothers are compelled to take on the role of advocate for their children. The topics covered include efforts to create developmentally supportive home environments, secure early intervention services and manage their children's schooling experiences, with significant implications for specialists, schools and the state.
In this paper, we delve into the multifaceted process of designing inclusive curricula in post-secondary education for students with intellectual disabilities, using a Universal Design for Learning (UDL) approach. We begin by conceptualising an inclusive curriculum, discussing the theoretical foundations and key principles that underpin this approach. Following this, we explore the diversity of curricula in post-secondary education, with a specific focus on Ireland's perspective, highlighting the unique challenges and opportunities faced by Irish institutions. We then examine the UDL-based inclusive curriculum within an inclusive programme for students with intellectual disabilities in an Irish higher education institution, providing a detailed analysis of how UDL principles are implemented to cater to diverse learning needs. The paper then addresses curriculum design from methodological perspectives, discussing various strategies and frameworks that can be employed to create effective and inclusive educational environments. Finally, we review examples of inclusive curriculum implementations, illustrating the practical applications and outcomes of UDL-based curriculum design in enhancing educational accessibility and quality for all students. This paper offers a contribution to the current debate around curriculum for students with intellectual disabilities through the examples of UDL-based implementations that show inclusive teaching and learning practices in the post-secondary education context.
This study examined differences in parenting experiences among parents of children with and without an Individualised Education Plan (IEP), focusing on coping, stress, self-efficacy, social support, well-being, and perceptions of child behaviour during the COVID-19 pandemic. One hundred and eighty-two caregivers were recruited . Results showed that for parents of children with an IEP, stress and self-efficacy predicted child behaviour, while child behaviour, social support, and problem-solving coping predicted parent stress. For parents without an IEP, parent stress and escape-avoidance predicted child behaviour, and child behaviour also predicted parent stress. Mean differences indicated higher stress and more behavioural concerns among parents of children with an IEP. Differentiated supports may strengthen resilience and reduce the impact of stress on child behaviour during future crises.
Difficulties navigating adult social environments are associated with poorer outcomes for autistic adults. This study examines how autistic adults describe their social challenges and interac-tions within the context of their transition to adulthood through a series of semi-structured interviews. Seventeen autis-tic adults (18 and over, M-age = 26.7 years) were interviewed. Themes related to social interactions in education and the workplace were analysed. Data analysis was conducted through the theoretical framework of Critical Disability Theory and uti-lised reflexive thematic analysis. Participants expressed Difficulties with Initial Social Contact leading to isolation and overstimulation in new environments, difficulties creating Boundaries through lack of understanding of appropriate work-place decorum and topics, Bullying from co-workers and experi-encing Growth in their social and professional identities. Participants struggled and embraced Disclosure of autistic iden-tity both in college and in the workplace to co-workers and employers. Lastly, participants provided Employer Recommendations on how to best support their autistic employees. The experiences shared by the participants in this study will pave the way for understanding and re-centring of research priorities to endow young autistic adults with tools for success. PRACTITIONER POINTS Understanding discrimination and social experiences autistic individuals may face in the workplace can help practitioners prepare their autistic clients/patients for workplace settings and set them up for career success. Understanding the gaps in understanding of workplace dec-orum may help practitioners assist autistic clients/patients to learn social expectations. Practitioners may use these results to help their clients/patients overcome difficulties with initial social contact and establish boundaries to reduce isolation and loneliness and increase social support.
This paper examines the tensions that inform the curriculum development in Cyprus and Australia, with a focus on the extent to which these include all students. The diachronic analysis of the historical development of tensions entailed a mapping exercise using archival materials linked with curriculum development in each country, leading to their comparison. Curriculum development and tensions are presented separate for each country, and are discussed in the context of existing studies referring to each context. Despite the geographical, historical, cultural and sociopolitical differences of Cyprus and Australia, similar competing tensions are evident. From the analysis five themes emerged: policy borrowing and international policy influences; persistence of special education arrangements; continuing tensions between separate and inclusive curriculum; 'annexing' of curriculum for students with disability; and, individualised approach to planning. The paper concludes that ableist thinking is dominant in the wider education policies and curriculum development, despite the inclusive education rhetoric. There is need to keep theorising and researching the curriculum and comparative research adds unique dimensions in this process.
