This article presents a case study of a ‘model’ inclusive primary school in Papua New Guinea, examining the pedagogical practices of selected teachers through lesson observations and interviews. It evaluates how these practices support students with disabilities and additional learning needs (DALN) and assesses the effectiveness of the new national inclusive education policy and its implementation guide.

Individuals with disabilities typically have lower levels of wellbeing compared to those without disabilities. Tools designed to evaluate wellbeing and its key aspects—emotional, psychological, and social—may not be as accessible or suitable for people who have complex communication needs (CCN).

This article introduces the series that Trends in Ecology & Evolution has run throughout 2025. In this series, we have interviewed ecologists and evolutionary biologists with disabilities and have asked them how we can make the field more inclusive

This article investigates how Italian and Spanish university graduates with invisible disabilities choose to disclose their conditions. It aims to examine to whom, when, what, how, and why they decide to share their disability within the university setting.

This study developed a predictive model for intellectual disability (ID) in children with cerebral palsy (CP) using clinical features such as CP subtypes, Gross Motor Function Classification System (GMFCS) levels, Magnetic Resonance Imaging Classification System (MRICS), and comorbid epilepsy. The model highlights the significant association between motor impairment severity and ID risk, emphasizing the importance of early identification and intervention for high-risk children.

This study identified a higher burden of adverse health outcomes (acute respiratory infection, diarrhea, and fever) and poor anthropometric deficits (stunting, wasting, and underweight) among under5 children with disability in south Asia.

This article presents a qualitative systematic review on the experiences of students with physical disabilities in inclusive education settings.

This meta-analysis found that shared text reading significantly improves the listening comprehension skills of students with intellectual disability, with an average increase of 185.77% in their ability to answer comprehension questions. Two evidence-based instructional strategies were identified: using a system of least-to-most prompts to help students answer questions, and teaching the meaning of wh-words. Explicit strategy instruction was potentially evidence-based.

A meta-ethnographic review of 42 qualitative studies on the assessment experiences of students with disabilities in higher education. 40 out of 42 studies reported experiences of exclusion, indicating that assessment is a major barrier to inclusion for students with disabilities. 22 studies reported that assessment accommodations provided access to examinations, while 5 studies found that assessment promoted the full participation of students with disabilities as accepted members of academia. The article proposes that the discourse around inclusion in assessment needs to shift from just considering accessibility to also considering how assessment regulates the full participation of diverse students.

This article investigates the social, emotional, and behavioral (SEB) skills profile of students with specific learning disabilities (SLD) and examines the impact of SEB skills on their academic achievement and life satisfaction.