ABSTRACT. Adults with higher support needs, including those with moderate to severe autism, often face barriers to meaningful employment. This presentation shares an inclusive employment initiative by the Singapore University of Social Sciences (SUSS) that engages these individuals in purposeful campus roles. Using person-centred job design, workplace preparation, and ongoing support, the initiative demonstrates how tailored roles, and inclusive practices can create sustainable employment. Key success factors included job coaching, inter-departmental collaboration, and staff readiness. Findings offer practical insights for policymakers, employers, and service providers seeking to translate inclusive employment policies like EMP2030 into tangible outcomes for this underserved group.

ABSTRACT. Using a descriptive case-study design grounded in Anastasiou & Keller’s typology and SDG4 indicators, we assess Vietnam’s inclusive special education (2008–2024) within its human development context. Findings reveal policy commitments (CRPD, Vietnam’s Education Development Strategy -EDS) and enrollment targets, as well as uneven special education coverage, resource gaps, and constraints. We outline progress against EDS goals and highlight challenges in funding, teacher preparation, and equitable access.

ABSTRACT. Individuals with disabilities and those affected by conflict face significant barriers to employment, in the North West and South West regions of Cameroon. These barriers include societal stigma, limited access to education and vocational training, and inadequate infrastructure. Discrimination often leads to exclusion from the workforce, exacerbating poverty and social isolation. Vocational rehabilitation plays a crucial role in addressing these challenges by providing tailored training, job placement services, and support systems. By empowering individuals with skills and fostering inclusive workplaces, vocational rehabilitation can enhance employability, promote independence, and contribute to the overall socio-economic development of these regions.

ABSTRACT. This case study examines the progress of a students who is non-verbal with Autism Spectrum Disorder at Wangsel Institute for the Deaf, focusing on life skills, independence, and calmed sensory needs through structured, interest-based strategies. Initially withdrawn, with minimal communication and frequent elopement, the student received an individualized plan. His preference for outdoor labor inspired the creation of a personal vegetable garden, fostering responsibility, functional communication in BhSL, and improved sensory regulation. Attendance improved, distress decreased, and engagement increased. Findings highlight the effectiveness of experiential, student-centered approaches for supporting holistic development in learners with complex needs.

ABSTRACT. In the United States, youth mental health is a growing concern, with significant statistics indicating that nearly 1 in 3 adolescents experience mental health issues, including anxiety and depression. According to government data, approximately 20% of adolescents aged 12-17 had a current diagnosed mental or behavioral health condition, with anxiety being most common at 16. % followed by depression at 8.4% and behavior/conduct problems at 6.3%. This presentation will describe a public-school program for students with emotional, behavioral and neurodevelopmental disorders in grades K-12. The program includes specialized classroom instruction, related services and family engagement.

ABSTRACT. The 21st-century education system has undergone a remarkable transformation through the integration of digital and assistive technologies. However, despite technological advancements, persons with disabilities (PWDs) continue to face systemic barriers in accessing and benefiting from these innovations. This study explores both enduring and emerging challenges in assistive technology adoption for inclusive learning. The findings reaffirm three traditional barriers—lack of policy, accessibility, and affordability—while introducing new perspectives arising from technological evolution, including artificial intelligence (AI)-driven adaptive systems, the Internet of Assistive Things (IoAT), universal design for learning (UDL), and immersive technologies such as augmented and virtual reality (AR/VR).

ABSTRACT. This presentation aims to explore and share current knowledge about advanced assistive technology, such as robotics, used in inclusive education settings. There has been a growing demands and emerging trends worldwide for integrating these technologies to enhance inclusivity in various educational environments. The presentation focuses on synthesizing findings from international research on the use of advanced technology in education. It also introduces some examples of robotics applications and uses in educational settings in Japan, sharing the lived experiences of both students and educators.

ABSTRACT. This presentation aims to critically assess the disability category "socio-emotional development" (or difficulty) in international comparison. As a contested categories, the fuzzy interpretation across policies, also affecting the choice of pedagogocal intervention, is often linked to behaviour. The impact of changing landscapes of mental health needs have not been explored in detail. The question of what counts as "disturbing" or "bad" behaviour has changed over time and is interpreted differently in accordance to shifting paradigms and institutional (cultural) contexts. Interestingly, the interpretation against the dichotmy of the medical vs. social model of disability has been given little attention so far.

ABSTRACT. In our quest to develop the capacities of children with special educational needs (SEN), we prioritize the cognitive and behavioural areas. The social-emotional domain, although a significant one, often gets relegated to the lower rungs. The Social-Emotional Learning competencies - self-awareness, self-management, social awareness and relationship skills - can be developed in children with SEN, and impact their childhood, adolescence, future vocational development and rehabilitation in adulthood. The panel discussion can focus on the importance of these skills and how they can be developed through the use of creative arts interventions, in a safe and non-judgmental environment that supports learning.

ABSTRACT. This study examines the effectiveness of the MindUp program on the mental health of students with visual impairments. The experiment aimed to determine whether activities such as mindfulness practices and positive psychology, as part of the MindUp program, could improve participants' mental health. The intervention was conducted over 12 weeks with a group of 11 middle-stage students. The MindUp program was adapted to their needs and implemented for them. Participants were observed before and after the treatment, serving as pre- and post-tests, across four areas of mental health. The results showed a statistically significant improvement in their mental health level.

ABSTRACT. The school to prison nexus presents a complex landscape in which special education is commonly characterized by disproportionality – that is, learners from social/cultural groups are found in special education in proportions that are different to the overall school population. Connections between race, ethnicity, criminalization and education have been outlined in ‘school to prison pipeline’ literature. A number of other identity markers, including disability and gender, also have a distinct role in the pipeline and their intersections with ethnicity and diverse cultural affiliations make children more vulnerable. Research is therefore required into both intersectionality and special education factors.

ABSTRACT. This session will look at concerns, programs, insights, and adventures encountered by our Volunteer Service Project personnel, IASE members, and volunteers that contribute to endogenous capacity development processes at each location. Above all, each VSP site representative will reflect on how learning, making time for learning, relationship skills, and co-creating knowledge are widely recognized as being critical components of their programs and IASE's goal.

ABSTRACT. Experts in co-teaching and inclusion from multiple countries participated in survey research and focus group interviews (Murawski, 2024). Come hear what they had to say about the benefits, challenges, and strategies for implementation in their countries. Engage in discussion around how their results compare with those of your own experiences in your country! Experience co-teaching yourself as the two presenters model co-teaching approaches and explicitly describe their techniques and how the research results match their personal experiences in their own countries of the USA and Denmark.

ABSTRACT. Supporting students with disabilities as they transition to adult life can and should be a team effort. Many professionals working with students with disabilities in areas such as education, employment, and independent living operate in a siloed system with little to no collaboration or information from other service providers; this is where interagency teams come in. This presentation will (a) share the outcomes of three interagency teams being supported by the presenters and (b) provide attendees with practical tools and information on how to create, implement, and facilitate their own interagency teams based on lessons learned.

ABSTRACT. This paper describes an after-school program created through a partnership between a public university in the United States and a public housing community serving low-income residents. Pre-service teachers were surveyed to assess their attitudes and experiences working with children in this program. Results show benefits for both children and teacher candidates, with future steps including expanding interdisciplinary programs for the children and university students.

ABSTRACT. Abstract: Beyond the Classroom: Cultivating Inclusion from the Inside Out Our special school's philosophy intentionally drives inclusion by targeting both internal and external factors. The Internal Experience focuses on fostering students' psychological inclusion, building their sense of self-worth, belonging, and competence. Simultaneously, the External Environment creates supportive conditions for success, removing external barriers. We urge educators to move beyond simple placement, instead investing in holistic environments that nurture both the inner and outer worlds of students for genuine, lasting inclusion.

ABSTRACT. Children with developmental disabilities 0-6 years require early intervention support to enhance their potential and participation. In India, the establishment of Cross-disability Early Intervention Centers (CDEIC) under SIPDA Scheme delivers multidisciplinary support to families. The study evaluates CDEIC's programs using ICF-CY framework through integrating quantitative profile analysis and qualitative insights from practitioners. Early intervention leads to improvements in communication, social-emotional competence and adaptive behaviors. However, the challenges such as rigorous scheduling, insufficient respite care, and lack of resources remains. Recommendations included to enhance service flexibility and quality outcomes.

ABSTRACT. This session explores the use of the Family-Guided Routines-Based Intervention (FGRBI) model within a rural Tennessee early intervention agency, emphasizing its role in supporting families of young children with disabilities or developmental delays. Drawing on developmental therapists’ experiences, the session highlights how FGRBI coaching fosters family capacity and embeds goal-oriented developmental opportunities into everyday routines. Historical and contemporary perspectives on early intervention in the United States will be examined to situate these practices within broader policy and practice shifts. Attendees will gain a framework for applying evidence-based, family-centered strategies to enhance developmental outcomes in early intervention contexts.

ABSTRACT. Mathematics is often taught as a series of abstract symbols, leaving students with specialised learning needs locked out of understanding. The I-CRAVE Maths methodology reframes maths as a language to be taught explicitly and concretely, step by step. Developed over two decades, this framework (along with the research-based subtleties that make all the difference) equip teachers to make mathematical concepts clear, transferable, and engaging for all learners. If you’re truly committed to transform numeracy into a language of inclusion and a tool for cultivating equitable futures in special education, there is a way. https://www.youtube.com/watch?v=3HQzjEnIafk

ABSTRACT. This study explores Understanding Gen Z and Intentional Teaching with a focus on supporting diverse learners, including those with special needs. Gen Z students bring distinct characteristics shaped by digital immersion, global connectivity, and evolving social values. Intentional teaching grounded in purposeful planning, inclusive pedagogy, and adaptive strategies provides a pathway to enhance engagement and equity for this cohort. The research employs focus group discussions and qualitative interviews to examine how intentional practices can be reframed to address varied learning needs, encourage inclusivity, and strengthen student-teacher relationships. The findings aim to enrich pedagogy, enhance student well-being, and inform educational policy.

ABSTRACT. Panel Theater, a storytelling method using picture dolls made from coarse non-woven fabric (P-paper) attached to felt-covered panels, was developed by Ryojun Kouda in 1973 and has become widely adopted in Japanese early childhood education. Recognized for enhancing concentration, comprehension, and imagination while supporting expression skill and communication for children, it holds potential for special education. This study surveyed 154 educators working in Japanese special needs schools to explore current applications of Panel Theater. Findings revealed both pedagogical value and key challenges of Panel Theater, offering insights for developing it as an effective teaching materials tailored to diverse learners needs.

ABSTRACT. Inclusive education, a global priority advocating equal learning opportunities for all students, has been the focus of this comparative review. The study delves on inclusive education in India, South Africa, and the United States, three nations with unique cultural and socioeconomic contexts. The analysis draws on case studies that address policies, practices, innovations, and the challenges and opportunities influencing implementation. Findings highlight the progress achieved in advancing inclusion across three countries, offering comparative insights and implications. The study concludes with a strong call to action, urging future research and policy initiatives aimed at strengthening equitable and effective inclusive education practices.

ABSTRACT. Various Government schemes, programmes, practices and innovations in India are no doubt leading to a gradual improvement in the skill training sector. A research study was undertaken in 2022 to assess the level and quality of skill training specifically for Persons with Disabilities (PwDs). This large scale study assessed the accessibility of training institutes and work places and analyzed job market outcomes for PwDs The session will share objectives, methodology, findings and recommendations of the study

ABSTRACT. Two social work educators use co-teaching, critical pedagogies, reflective practice and culturally relational theory to scaffold student learning across four academic terms. Their inclusive approach centers disability justice and ADEI values while developing core social work practice skills that support mental health and wellness in children. Practical outcomes include increased student confidence in applying social justice frameworks, enhanced accessibility in course design, and deeper critical reflection. This model advances IASE's mission by promoting collaborative, equity-focused strategies in special needs education.