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. 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.

ABSTRACT. Curriculum provides a framework connecting learning objectives, content and assessment. For differently abled students, the challenges are addressed through a functional, 3D curriculum that balances student needs, subject content, and foundational learning, while focusing on individual strengths. Within this model with a functional approach, mathematics holds a central place enhancing logical reasoning, problem-solving skills, critical thinking and cognitive skills that are applicable in real life situations. By integrating mathematics with visual art, sports, computer literacy, catering, performing arts, and environmental science, the curriculum ensures practical application, independence, and reinforcement of numerical skills further supporting students’ vocational training and rehabilitation.

ABSTRACT. The purpose of the study was to replicate the literacy-themed mathematics instruction (LTMI) study conducted by An et al. (2019) with Early Childhood/Early Childhood Special Education students. Students read math stories, wrote original math stories, completed pre and post math anxiety surveys, identified standards, and taught lessons using their stories. Artifact analysis revealed themes generally aligning with An et al.'s findings, though with potential extension to a nature-based theme. Pre and post survey analysis showed no significant improvements in math anxiety. Potential reasons for limited improvement and implications for early childhood/early childhood special education teacher preparation are discussed.

ABSTRACT. Inclusive education caters to the needs of diverse learners irrespective of class, caste, religion, disabilities etc. It aims to bring holistic development of all children with or without disabilities under one roof. The present study aims to investigate the attitudes of college teachers towards inclusive education. A descriptive survey method will be use in the present study. A sample will be collected by using random sampling techniques. The findings are expected to illuminate faculty readiness for inclusion, reveal variations in attitudes across institutions, and provide insights for policy makers, administrators, and professional teachers.

ABSTRACT. 'Dreams of Birds Flying in the Sky', directed by Arun Bhattarai, is the first feature documentary to center the lived experiences of persons with disabilities in Bhutan. Through intimate storytelling, the film reveals the complexities of education, training, entrepreneurship, work, culture, and religion in shaping disabled realities. It contrasts urban and rural challenges, highlighting intersecting dimensions of gender, identity, and geography. Bhutan’s vision of “Gross National Happiness” is tempered by persistent barriers to inclusion—often as basic as navigating the first mountain. Yet the film celebrates resilience and aspiration, portraying individuals who strive for dignity, meaning, and belonging within their communities.

ABSTRACT. Girma Berhanu, Editor of JIASE, will provide an overview of the journal, including submission guidelines, scope, types of manuscripts published, review criteria, and practical advice for preparing high-quality manuscripts. The session is particularly valuable for new authors and those who have not previously published in JIASE, offering insights into the publication process.

The journal addresses diverse areas of special and inclusive education, with a focus on physical, mental, and psychological factors that shape educational development. JIASE is firmly committed to inclusivity in both research and practice.

ABSTRACT. Leon Botstein, President of Bard College and conductor of the New York Symphony, lectured at the Chautauqua Institution in New York. His research-based presentation explained that gifted and disabled students ‘working together,’ benefits both groups, but especially expands intellectual creativity of the gifted. Chautauqua-an Iroquois word meaning “working together,’ and the brilliant, “Seeking to Inspire the Best of Human Values,” Chautauqua Institution, are the foundations of our Chautauqua, a service-learning school for students with disabilities staffed by gifted mentors. ‘Working Together’ gifted and disabled students travel the world: assisting marginalized, advocating for inclusion. Our presentation will validate Botstein’s research.

ABSTRACT. In the United States, research shows that effective, evidence-based transition planning significantly improves postschool outcomes for students with disabilities. Key predictors of postschool success include student self-determination, interagency collaboration, strong family involvement, and meaningful work experiences. Despite legal mandates, disparities in postschool success persist for students with disabilities. This session will equip attendees with practical, research-based strategies to embed transition activities throughout a student's entire educational journey, from their earliest learning opportunities through graduation. This approach ensures students are prepared to navigate life’s changes with confidence, resilience, and purpose, ensuring they achieve the adult lives they desire and deserve.

ABSTRACT. Somatics—the practice of body awareness—offers simple, powerful tools to support presence, stress regulation, and connection in the classroom. In this interactive workshop, educators will explore accessible practices such as progressive muscle relaxation, grounding through the feet and back, flocking for group attunement, and a quick centering exercise. These techniques can help special education teachers manage their own stress while modeling regulation for students, fostering more inclusive and embodied learning environments. Participants will leave with concrete strategies they can use immediately for themselves and their students.

ABSTRACT. High Leverage Practices (HLPs) are essential for preparing special education teacher candidates in university-based Educator Preparation Programs across the United States. Researchers at a midsized university in the Southeastern U.S. launched a pilot study to explore how effectively HLPs equip candidates to establish stable, ethical learning environments for all students. This presentation will provide an overview of the HLPs, describe the pilot study’s design and methodology, and share preliminary findings from the first semester. Attendees will gain insight into the role of HLPs in shaping inclusive and responsible teaching practices in special education settings.

ABSTRACT. This presentation summarizes the results of a collaboration between Special Olympics and the University of Minnesota’s ICI, to evaluate the impact of the Unified Champion Schools (UCS) program on the development of social emotional learning (SEL) and self-determination (SD) capacities among high school youth with and without IDD. Discussion will focus on the extent to which program participation, program dosage (# of program components in which youth participate and length of participation) as well as demographic variables contribute to the developmental trajectories of SEL and SD capacities among youth with IDD and their Unified partners.

ABSTRACT. Panel Theater, a Japanese storytelling method using picture dolls on felt-covered boards, has emerged as a promising pedagogical resource for special education. This study investigated the perceptions of 54 Vietnamese special education teachers who received training from Japanese experts on principles and applications of Panel Theater. Results indicated that teachers recognized the potential of Panel Theater for supporting children with disabilities in Vietnam when adapted to local contexts, and they expressed strong interest in continued training. These findings suggest both the feasibility of integrating Panel Theater into Vietnamese special education and the importance of professional development through international collaboration.

ABSTRACT. At Royal Thimphu College (RTC), I am conducting a participatory action research (PAR) project to enhance first-year students' success and retention through culturally grounded interventions. My 2025 cohort of 40 students co-participates in this inquiry, which began with a baseline study exploring academic, social, and psychological challenges in the transition to university. Guided by an integrated ecosystem model of student success, interventions are implemented using the Buddhist Four Immeasurable Qualities—loving-kindness, compassion, sympathetic joy, and equanimity—to foster well-being, resilience, and belonging. The iterative process, grounded in PALAR, aims to strengthen inclusive pedagogy in Bhutan and contribute to global higher education discourses.

ABSTRACT. People with intellectual and/or developmental disabilities are often left out of the conversation about sexuality, almost as if they are incapable of having thoughts, feelings, and needs. They are sexual beings that need information and skills for making healthy decisions about sexuality. This session will have two topics: 1. The importance of talking about and teaching sexual health to adults with I/DD. 2. After the 2024 IASE conference, I collaborated with Walusimbi Moses, Special Children, Special People, Uganda to support his team in teaching sexuality education. This presentation will address this experience and the successes and challenges of this collaboration.

ABSTRACT. Education on sexuality should be a mandatory segment of the curriculum for every child. Such an education is not limited to physical developmental issues only, but covers expansive social, psychological, emotional, cultural, safety, security, and legal dimensions. Children with special needs are often believed to be childlike with no sexual needs, and so this important educational area is often not prioritized. A comprehensive, clear and culturally relevant curriculum is therefore required to develop the capacities of the educators, to understand and impart information in sexuality. This presentation will highlight the components for such a capacity- building training for special educators.

ABSTRACT. This meta-analysis of 55 studies involving 5,364 students (Grades 3–12) demonstrated that concept mapping significantly enhances science achievement (g = 0.776). Effects were especially meaningful for low-achieving learners, including students with disabilities. Drawing on Cognitive Load Theory, concept maps reduce extraneous processing by visually organizing concepts, aiding schema development and retention. When teacher guidance is strong, concept mapping functions as an inclusive, evidence-based strategy to improve science learning outcomes across diverse classrooms.

ABSTRACT. This presentation will share research findings exploring engineering instruction for students with moderate-severe intellectual disabilities. We will discuss the use of Universal Design for Learning (UDL) to create access to engineering curriculum and present data on teachers’ experiences and study outcomes. We will include a practitioner-friendly demonstration highlighting data results, essential components of engineering practices, misconceptions, and actionable steps teachers can take to build these practices within their own classroom. We will discuss how UDL strategies were used to create access to open-source engineering curriculum, YES (Youth Engineering Solutions) and provide information on where to access this free resource.

ABSTRACT. The State of California is home to approximately 6.2 million school-age students, of which 40 percent enter school with a dominate first language other than English. Among this population are bilingual students with disabilities (BSWDs). This presentation will address how BSWDs continue to face numerous obstacles in their academic and social-emotional achievement due to educational policy, state legislation, misinformation, and gaps in teacher preparation. Issues related to ableism and linguicism will be addressed in the hope that BSWDs will face less barriers and participate in classroom settings free from linguistic discrimination with teachers who embraces disability cultural

ABSTRACT. Inclusion isn’t a place, it’s a design choice. This interactive workshop maps the continuum (co-teaching configurations, push-in/pull-out, resource hubs, hybrid schedules, reverse inclusion) and guides teams to select the right model with a simple model-fit matrix (student profile, goals, environment, staff capacity, schedule). We align stakeholders (students, families, general and special educators, paras, therapists, leaders) through clear roles, co-planning routines, and feedback loops. Using real scenarios, participants pressure-test schedules, define supports, and plan data checks. Attendees leave with templates: model-fit rubric, co-teaching role cards, a family partnership script, and an inclusion fidelity checklist to drive results.

ABSTRACT. Panelists from three different universities will share findings from their projects in Minnesota, Utah, and the Czech Republic focused on the transition of youth with disabilities to adulthood. Panelists will present data from focus groups, interviews, and art on the perspectives of youth with disabilities, family members, and teachers. A recommendation will be made to consider transition as a lifecourse issue, going beyond transition policy requirements to consider perspectives with lived experience, and taking into account local context.

ABSTRACT. This presentation will discuss how one university integrated its graduate teacher education and applied behavioral analysis programs in an attempt to create more well-rounded teachers and behavioral therapists. The goal of this integration was to promote collaboration between the disciplines and provide a clear understanding for our students on the theoretical underpinnings of the different disciplines while teaching common terminology and tools to help them generalize their skills into the school setting, where collaboration is integral.

ABSTRACT. Transition from school to life after school is an important life event. This session will explore ways to assess knowledge and skills that are needed to be successful in adulthood and that are appropriate for a specific location. Informal and formal techniques along with ideas for developing a transition assessment process in schools will be shared.

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. Pre-vocational skill training plays a crucial role in bridging the gap between formal education and vocational participation for students with visual impairment. It fosters self-confidence, and readiness for employment by developing foundational competencies such as communication, orientation and mobility. This paper synthesizes existing literature on pre-vocational training for VI students, examining global practices, policy frameworks, and pedagogical approaches. Furthermore, it highlights emerging trends, including the use of assistive technologies, inclusive digital platforms, and competency-based models. The paper concludes with implications for educators, policymakers, and rehabilitation professionals to enhance pre-vocational training in alignment with inclusive education and sustainable livelihood goals.

ABSTRACT. Many underprivileged children in India are denied the opportunity to receive equitable education, mainly due to poor quality of education imparted in the public school system. This results in children either being never enrolled or dropping out of school. Hence, Sankalp Society, a non- profit organization, is imparting free education and skill training to 500 children and young girls living in urban slums to help them lead a productive life. Novel initiatives leading to holistic development would be shared.

ABSTRACT. This paper compares two organisational models of inclusive education: the One School for All framework in Bulgaria and the Insight School model in Kazakhstan. The Bulgarian model, developed with schools as learning organisations, emphasises whole-school self-evaluation, collective responsibility, and context-tailored improvement across culture, policies, and practices. The Kazakhstani model, grounded in six interconnected pillars (management, teaching, safety, parental partnership, child participation, and environment), offers replicable processes guided by state regulations and community involvement. By juxtaposing these experiences, the paper identifies shared lessons on systemic change, sustainability, and capacity-building, proposing pathways towards achieving the vision of one school for all.

ABSTRACT. The contribution addresses the challenges for an inclusive education within the Italian school system, where the support teacher is a pivotal figure. This role, mandatory in classes with certified disabled students, requires a post-graduate specialization course at university, including a traineeship in schools. Our research is grounded in the thematic analysis of 100 internship reports submitted by trainees during the 2023/2024 and 2024/2025 academic years. The paper's objective is to describe and discuss the systemic critical issues—such as delegation and gaps in collaborative practices—that hinder the effective implementation of inclusion in school, offering insights for policy reform and professional training.

ABSTRACT. The diverse nature of society makes inclusive education a crucial focus in today’s educational landscape. Inclusive practices in the classroom mean that all children, regardless of their socio-economic status, racial, religious, or ethnic background, gender, learning style, or ability, have equal opportunities to learn and succeed. The values, skills, and knowledge instilled during elementary stage shape the kind of citizens we aim to develop in the future. Thus, in the present paper, the author will attempt to study the inclusive practices employed by teachers at the elementary stage in Arunachal Pradesh, based on primary sources of information.

ABSTRACT. This qualitative study explores teachers’, parents’, and students’ perceptions of three special educational placement models: mainstream, resource room, and self-contained, in five inclusive schools in Bhutan. Data from 15 teachers, 10 parents, and 10 students will be collected via unstructured interviews and analyzed thematically. Guided by the Social Model of Disability and the Least Restrictive Environment principle, the study anticipates that resource rooms will be considered balancing academic support and social interaction, while mainstream fosters inclusion but poses learning challenges, and self-contained provides focused instruction with limited peer engagement. Findings aim to inform policy, practice, and stakeholder-informed placement decisions.

ABSTRACT. This paper examines the connection between inclusive education and post-school transition to dignified employment for youth with disabilities. Drawing on multi-method research in Bhutan (2018–2023), it highlights how educational access alone is insufficient without pathways to autonomy, participation, and economic inclusion. Findings reveal persistent gaps in employment outcomes, shaped by policy shortcomings, socio-cultural stigma, and limited transition supports. Pilot initiatives—such as Community Inclusion Coordinators and microgrants—improved participants’ confidence, visibility, and opportunities. We argue that inclusive education must adopt a forward-looking, life-course perspective that integrates transition planning, family engagement, and systemic reforms to ensure meaningful futures beyond schooling.