International Journal of Developmental Disabilities最新文献

{"title":"Global movements need global leadership: expanding neurodiversity-inclusive education beyond Western-centric perspectives in Southeast Asia.","authors":"Matthew Harrison, Jo Mosen","doi":"10.1080/20473869.2025.2527252","DOIUrl":"10.1080/20473869.2025.2527252","url":null,"abstract":"<p><p>This point of view article draws upon the lived experiences and professional collaborations of the authors to explore the opportunities and gaps in advancing neurodiversity-inclusive education across Southeast Asia. While the neurodiversity paradigm has gained momentum globally, much of the academic discourse remains centred on Western perspectives, often marginalising locally grounded approaches and innovations emerging from the region. Through our partnerships with researchers, advocates, and neurodivergent peers in countries such as Taiwan and the Philippines, we observe powerful examples of community-driven inclusion that remain largely invisible in the international literature. We argue that Southeast Asia offers rich, culturally grounded frameworks for understanding and enacting neurodiversity, shaped by collectivist values, relational care, and lived experience. However, these contributions are underrepresented in scholarly forums, limiting their impact on global policy and practice. By platforming regional voices and challenging Western-dominated narratives, we call for a more inclusive and pluralistic vision of neurodiversity that reflects the diversity of human experience across cultural contexts. This article highlights the urgent need to amplify Southeast Asian leadership in neurodiversity research and practice, and reflects on the ethical responsibilities of researchers to support, rather than overshadow, these emerging movements.</p>","PeriodicalId":45338,"journal":{"name":"International Journal of Developmental Disabilities","volume":"71 6","pages":"807-813"},"PeriodicalIF":1.4,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12434841/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145076307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cultural understandings of inclusion in Southeast Asia.","authors":"Deborah Rhodes, Ernest Antoine, Adi Abidin","doi":"10.1080/20473869.2025.2521676","DOIUrl":"10.1080/20473869.2025.2521676","url":null,"abstract":"<p><p>This conceptual position article explores cultural values' influence on disability inclusion in Southeast Asia. This is relevant to progress on the United Nations Convention on the Rights of Persons with Disabilities and Sustainable Development Goal 10 on reduced inequalities and SDG 17 on partnerships. Progress and pathways towards increased disability inclusion and 'leaving no-one behind' reflect factors related to attitudes, accessibility, participation, and service delivery, as well as power, politics, and economics, all of which are influenced by cultural values. Values influence how disability and inclusion are understood in society, in policies and services. Values affect motivation and 'how change happens' in different contexts. This article applies a framework for understanding cultural value differences to disability and inclusion, and prospects for changes in policy in Southeast Asia. A case study about Indonesia illustrates the application of the framework on understanding of disability, inclusion and change in one country. The article encourages more nuanced, strengths-based, and culturally informed approaches, to enable change-makers to navigate complexities associated with achieving disability inclusive societies.</p>","PeriodicalId":45338,"journal":{"name":"International Journal of Developmental Disabilities","volume":"71 6","pages":"796-806"},"PeriodicalIF":1.4,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12434842/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145076343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A national study on teacher beliefs and practices in inclusive preschool education in Taiwan.","authors":"Pei-Fang Rachel Wu","doi":"10.1080/20473869.2025.2545954","DOIUrl":"https://doi.org/10.1080/20473869.2025.2545954","url":null,"abstract":"<p><p>This study investigates Taiwanese preschool educators' beliefs and teaching practices regarding inclusive education. Emphasizing the integration of children with disabilities into mainstream classrooms, inclusive education is crucial for fostering equitable and accessible learning environments for all children. A questionnaire survey was administered to 4,585 preschool teachers across various regions, exploring their attitudes toward inclusion, instructional strategies, and the challenges they face in implementing inclusive practices. The findings reveal a discernible gap between teachers' positive views on inclusive education and their actual teaching practices. While educators generally endorse inclusive principles, implementation is hindered by challenges such as inadequate specialized training, insufficient resources, and inconsistent administrative support. The study underscores the necessity of enhanced professional development programs that equip teachers with the pedagogical skills and strategies, including principles of Universal Design for Learning, to effectively support the diverse needs of all students in inclusive settings. These insights contribute to the ongoing discourse on improving inclusive education policies and practices in Taiwan, advocating for a comprehensive approach that bridges theoretical understanding with practical application.</p>","PeriodicalId":45338,"journal":{"name":"International Journal of Developmental Disabilities","volume":"71 6","pages":"852-866"},"PeriodicalIF":1.4,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12434862/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145076334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bridging theory and practice: competency development for special education graduates in Vietnam.","authors":"Nguyen Trang Thu Dinh, Ngan Nguyen, Phuong Mai Nguyen, Thu Ha Lai","doi":"10.1080/20473869.2025.2521674","DOIUrl":"https://doi.org/10.1080/20473869.2025.2521674","url":null,"abstract":"<p><p>Inclusion in education remains a critical priority, particularly in developing Asian countries such as Vietnam. Challenges persist in equipping special education graduates with the competencies required to meet diverse learner needs. Therefore, this review conceptualizes the competencies necessary for special education graduates in Vietnam. A document content analysis was conducted to provide insights into the topic. The final set of reviewed documents totaled 49. The findings synthesize key competencies in five domains: professional ethics and core values, general competencies, pedagogical competencies, specialized competencies in special education, and professional practice and community engagement. Findings indicate that while Vietnam aligns with global expectations in terms of pedagogical knowledge, adaptability, and collaboration, the national framework emphasizes professional ethics, political awareness, and lifelong dedication to education. Challenges such as limited resources, gaps between theory and practice, and resistance to inclusive education persist, requiring institutional support and policy reform. The study emphasizes the importance of enhancing experiential learning, interdisciplinary collaboration, and competency-based training to improve the preparedness of Vietnamese special education graduates. These insights contribute to improving curriculum design and inclusive teacher education programs.</p>","PeriodicalId":45338,"journal":{"name":"International Journal of Developmental Disabilities","volume":"71 6","pages":"837-851"},"PeriodicalIF":1.4,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12498356/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145245389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Social inclusion through attitudinal change in Singaporean teachers.","authors":"Thana Thaver, Levan Lim, Albert Kienfie Liau","doi":"10.1080/20473869.2025.2494040","DOIUrl":"https://doi.org/10.1080/20473869.2025.2494040","url":null,"abstract":"<p><p>The development of positive teacher attitudes towards students with disabilities is a catalyst for their social inclusion. It is therefore important that the foundations for positive teacher attitudes be laid in pre-service teacher education programmes. This article reports a pilot study that investigated the impact of a disability awareness course on the attitudes of mainstream pre-service teachers in Singapore toward disability and inclusion. A researcher constructed survey was developed to enable the pre-service teachers to report their perspectives of the changes in their awareness and attitudes at the end of the course. The results indicated that the course had a positive impact on the pre-service teachers' knowledge, awareness and attitude towards disability and inclusion. The pre-service teachers reported greater consciousness of their own prejudices and misconceptions about people with disabilities and more positive perspectives of people with disabilities in terms of their capabilities and capacity to learn at the end of the course. They also expressed an increased realization of the difference they could make in the lives of people with disabilities, their personal agency in creating a more inclusive society as well as greater openness towards inclusion and acceptance of students with disabilities into their own classrooms.</p>","PeriodicalId":45338,"journal":{"name":"International Journal of Developmental Disabilities","volume":"71 6","pages":"879-895"},"PeriodicalIF":1.4,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12434852/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145076315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Next steps in the development of a sibling adjustment scale: reply to Supianto.","authors":"Linda K M Veerman, Stian Orm, Krister W Fjermestad, Paula S Sterkenburg, Agnes M Willemen","doi":"10.1080/20473869.2025.2456803","DOIUrl":"10.1080/20473869.2025.2456803","url":null,"abstract":"","PeriodicalId":45338,"journal":{"name":"International Journal of Developmental Disabilities","volume":"71 2","pages":"205-207"},"PeriodicalIF":1.5,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11843623/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143484494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Milestone achievements of the last year and looking to the New Year.","authors":"Brian Salmons, Arturo Langa","doi":"10.1080/20473869.2025.2454153","DOIUrl":"https://doi.org/10.1080/20473869.2025.2454153","url":null,"abstract":"","PeriodicalId":45338,"journal":{"name":"International Journal of Developmental Disabilities","volume":"71 1","pages":"1"},"PeriodicalIF":1.5,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11774166/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143068617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Critical reflections on psychometric assessment of the NAS scale.","authors":"Supianto","doi":"10.1080/20473869.2024.2443840","DOIUrl":"10.1080/20473869.2024.2443840","url":null,"abstract":"","PeriodicalId":45338,"journal":{"name":"International Journal of Developmental Disabilities","volume":"71 1","pages":"2-3"},"PeriodicalIF":1.5,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11774168/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143068609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perceptions of Saudi elementary school special education teachers regarding mathematics content and instructional practices for students with intellectual disabilities.","authors":"Yazeed Alnasser","doi":"10.1080/20473869.2024.2353445","DOIUrl":"10.1080/20473869.2024.2353445","url":null,"abstract":"<p><p>This study explored the perceptions of special education teachers of students with intellectual disabilities at three elementary schools in Saudi Arabia regarding the instructional practices and content used for teaching such students mathematics. The research employed a qualitative multiple case study design and used an open-ended questionnaire, artifacts, and teacher interviews with 14 special education teachers. By employing thematic analysis of the data collected, the following major issues were identified: (a) there is a strong focus on teaching only numbers; (b) there is an emphasis on teaching functional life skills rather than academic mathematics skills; and (c) mathematics instruction emphasizes procedural mathematics rather than mathematical understanding, also known as conceptual mathematics. These findings illustrated that elementary school students with ID in the sample did not receive comprehensive mathematics education in terms of either content or instructional practices. It might be beneficial for future studies to replicate and extend this research to incorporate observations of the classroom to obtain objective data on teachers' actual practices while instructing students with ID in mathematics.</p>","PeriodicalId":45338,"journal":{"name":"International Journal of Developmental Disabilities","volume":"70 6","pages":"986-997"},"PeriodicalIF":1.5,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11571732/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142677260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Unravelling the dichotomy of differentiated instruction in Bahrain: inclusionary or exclusionary practice?","authors":"Hanin Bukamal","doi":"10.1080/20473869.2024.2378249","DOIUrl":"10.1080/20473869.2024.2378249","url":null,"abstract":"<p><p>For decades, differentiated instruction (DI) has been utilized as a generalist teaching approach and an inclusive practice in order to enhance the participation of all learners in the mainstream classroom, including learners with special educational needs. The extensive use of differentiation in mainstream classrooms as the gateway to inclusive education denotes the academic and social participation of all learners in a diverse environment. However, the lack of consensus on the specific implementation of DI has the potential for exclusionary tendencies based on nuances in its implementation and approach. While several educational systems prescribe differentiation in their policies as the main way of inclusive practice, it comes with minimal guidance or training on how it should actually be implemented. In the case of Bahrain, DI is infused through pre-service and in-service education programs, as well as advised and expected by the main quality assurance agency in the kingdom. This article discussed the dichotomy of DI and how the undermining dualism to its execution can have a counterproductive impact on students' academic and social inclusion. The research questions pertaining to this study are therefore: how is DI conceptualized and implemented in primary classrooms in Bahrain? How does the degree to which this was observed contribute or hinder the academic and social inclusion of diverse learners? Data were collected from four participating teachers through a series of classroom observations and follow-up interviews. The article examined the qualitative data in primary level classrooms through a multiple case study design which elicited six main themes relating to the practice of DI: diverse teaching in response to classroom heterogeneity, mixed ability grouping arrangements, collaborative work, the peer pairing strategy, learning through play, and tiered assignments. Inductive thematic analysis was used to analyze the data based on a pre-conceived construction of the main factors of DI including differentiating content, process, and product; in response to students' readiness, learning profile, and interests. The article proposed an approach to DI that is more conducive for both the academic and social inclusion of all learners. These practices are assigned as inclusionary or exclusionary practices based on: overt <i>versus</i> covert differentiation; individual <i>versus</i> collaborative work; teacher's choice of differentiated task <i>versus</i> student's choice of task; and teacher's conceptualization of differentiation.</p>","PeriodicalId":45338,"journal":{"name":"International Journal of Developmental Disabilities","volume":"70 6","pages":"1056-1067"},"PeriodicalIF":1.5,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11571733/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142677189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}