This chapter introduces autism spectrum disorder (ASD) and intellectual developmental disabilities through applied behavior analysis (ABA), aligning with SDG 3 (Good Health and Well-being) by promoting evidence-based strategies to improve health and quality of life, and SDG 10 (Reduced Inequalities) by advocating ethical, inclusive practices that respect neurodiversity and ensure equitable support for individuals with ASD and IDD.

This chapter emphasizes the need for person-centered approaches to promote desired lifestyles for adults with severe autism and intellectual disabilities, aligning with SDG 3 (Good Health and Well-being) by supporting mental and social well-being, and SDG 10 (Reduced Inequalities) by addressing systemic gaps in adult service delivery and advocating equitable access to individualized care.

This chapter underscores how climate change amplifies health risks and systemic barriers for children, especially those with special health care needs, aligning with SDG 3 (Good Health and Well-being) by addressing health vulnerabilities, SDG 10 (Reduced Inequalities) through calls for inclusive policies, and SDG 13 (Climate Action) by advocating disability-inclusive climate adaptation and resilience strategies.

This chapter highlights how climate change intensifies health challenges and resource access barriers for women with disabilities, aligning with SDG 3 (Good Health and Well-being) by emphasizing the need for inclusive decision-making to improve health outcomes and ensure equitable access to rights.

This review article explores advancements in 3D models using human iPSC-derived microglia to study neurodevelopment and neurological disorders, highlighting the potential of these models to enhance understanding of microglial functions and their roles in various diseases. The article also discusses the challenges and future directions in developing more physiologically relevant brain organoid models.

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.

This article examines the relationship between intelligence and creativity, focusing on divergent and convergent thinking in a sample of children, including those with high potential.