Volume 36, numéro 1, 2026 L’accès aux numéros courants de cette revue nécessite un abonnement.

EN :

In this study, we examined the associations between teacher-rated symptoms of attention-deficit/hyperactivity disorder (ADHD) and executive functioning (EF) to reading comprehension. Young children with ADHD and deficits in EF are at greater risk for academic underachievement, including reading comprehension difficulties. Less is known about the association between EF, ADHD symptoms, and the reading subskills outlined in the simple view of reading (SVR) that are required for reading comprehension. Using a cross-sectional, descriptive correlational research design, we gathered data virtually on 27 elementary students from one school at the start of the COVID-19 pandemic. Standardized assessment measures capturing reading-related skills, EF, and ADHD symptoms were used. Data underwent correlation and hierarchical regression analyses to investigate the relations between EF, ADHD symptoms, reading comprehension, and reading comprehension subskills outlined in the SVR. Word reading and language skills were positively associated with reading comprehension performance, and word reading ability significantly predicted reading comprehension. Teacher ratings of EF deficits were negatively associated with reading comprehension and decoding, while language comprehension and teacher ratings of EF and ADHD symptoms explained a small amount of variance in reading comprehension performance. These findings highlight the need for further research examining the role that EF plays in reading comprehension and related skills to inform future reading interventions for students with EF deficits and heightened ADHD symptoms.

EN :

This study explores the perspectives and experiences of school principals and ministry leaders regarding the implementation of inclusive education policy in Jamaican public primary schools. Using a qualitative multiple-case-study approach, six participants—four principals and two ministry leaders—were interviewed to understand their knowledge of inclusive policies and the challenges principals and ministry leaders faced in practice. Despite Jamaica’s policy commitments to inclusive education, findings revealed gaps in knowledge, resources, and support that impacted effective implementation. School leaders highlighted both successes and obstacles in fostering inclusive environments, emphasizing the need for increased professional development, collaborative leadership, and systemic support. This study contributes to the limited literature on inclusive education leadership in the Caribbean context and offers practical insights for policymakers aiming to strengthen inclusive practices in Jamaican schools.

EN :

In this article, I examine the evolution of special education policy in Latin America through the lens of inclusive education, analyzing how global discourses on equity and disability rights have been translated into national reforms. I compare four countries—Argentina, Brazil, Mexico, and Chile—to identify both shared trends and divergent approaches in the region’s pursuit of inclusion. Using qualitative comparative policy analysis, I reviewed official legislation, government reports, and strategic frameworks across the selected cases. Countries were chosen for their geographic and political diversity, as well as for their documented engagement with inclusive education over the past two decades. Findings revealed a broad regional shift toward inclusive models, with formal commitments to the social model of disability and global frameworks such as the United Nations Convention on the Rights of Persons with Disabilities. However, substantial variation existed in implementation, particularly in funding, teacher preparation, and intersectoral coordination. Argentina and Brazil displayed more cohesive national strategies, while Mexico and Chile exhibited hybrid models with systemic tensions. The article underscores the role of educational leadership in bridging policy and practice, highlighting the need for sustained investment, cultural change, and capacity-building to turn inclusive ideals into educational realities in resource-constrained settings.

EN :

The Supports Intensity Scale – Adult Version (SIS-A) is a standardized assessment developed by the American Association of Intellectual and Developmental Disabilities that is designed to measure the support needs of persons with intellectual and developmental disabilities (IDD). The province of Manitoba, Canada, has adopted this assessment and administers it when persons with IDD reach the age of majority to measure individual support needs and to determine the allocation of public resources. As a part of a larger study examining the transition from school to adult life for young adults with disabilities in Manitoba, we investigated multiple participants’ satisfaction with, and perspectives about, the SIS-A. An online, anonymous survey was administered with persons with disabilities between the ages of 18 and 27, caregivers of persons with disabilities, educators, and service providers. A subset of participants (n = 143) indicated that they had participated in an SIS-A and were asked to rate their satisfaction with the SIS-A using a Likert scale and to “please explain” their response. Overall, satisfaction rates were low, with approximately one quarter of caregivers and one third of persons with disabilities and service providers reporting that they were satisfied or very satisfied. Educators reported the highest level of satisfaction at slightly over 50%. A thematic analysis of the open-ended survey responses (n = 98) regarding the participants’ satisfaction with the SIS-A revealed the following: (a) concerns about the accuracy of assessments, (b) inconsistent facilitation of the process, (c) potential for respondent-level factors to influence the outcome, (d) insufficient allocation of support using the seven-level supports budget framework and limited resources, (e) results not being used to enhance person-centred planning, and (f) the dehumanizing nature of the process. Based on these findings, a formal evaluation of the SIS-A in Manitoba is recommended, and suggestions for policy and practice are provided.

EN :

The study mapped research trends and the development of educational media in special and inclusive education through a bibliometric analysis of publications indexed in the Scopus database. Data were collected in April 2025, covering journal articles published from 2015 to 2024 to ensure full‑year comparability. The search strategy employed a query combining keywords related to special needs education, inclusive education, teaching models, and educational media. A total of 322 articles were analyzed using descriptive statistics, VOSviewer for keyword-co-occurrence mapping, and Biblioshiny for thematic-trend analysis. The results indicated a steady increase in research attention to special needs and inclusive education during the past decade, particularly to assistive technology and instructional media. This trend was observed within the dataset of inclusive and special education publications, including the models and instructional media developed. The dominant themes included inclusive education, special needs instruction, assistive technology, and media development, suggesting the need for further studies integrating pedagogical design with technological innovation. Thematic-evolution analysis showed a progressive shift. The early phase (2015–2020) emphasized accessibility and assistive technologies, the middle phase (2021–2022) focused on teacher readiness and Universal Design for Learning, and the recent phase (2023–2024) was marked by the integration of immersive technologies such as virtual reality and augmented reality. Overall, the findings highlight a transition from access‑oriented innovations to systemic digital transformation, positioning technology as a strategic tool to strengthen teacher competence, institutional policy, and cultural responsiveness.

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In this study, we examined the perceptions of students with disabilities of the effectiveness of assessment accommodations in one major university in Tanzania using a case-study design. Data were collected from 113 students with disabilities by using questionnaires and focus-group discussions, as well as from eight staff members through interviews. Data were then analyzed thematically and descriptively. The findings indicated that the most prevalent assessment accommodations offered to students with disabilities were special examination rooms, extended time during examinations, and assistive technologies such as computers and Braille. Although instructors offered assessment accommodations, there were instances of unfit test formats, delayed feedback to students whose examinations were in Braille, and a lack of awareness about assessment accommodations among instructors. The findings call for enhanced capacity building among faculty members in universities on appropriate assessment accommodations and on inclusive practices.

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The current study examined elementary teachers’ knowledge about late-emerging reading disabilities (LERDs) and their ability to identify and support students with late-emerging reading comprehension difficulties. Sixty-three teachers from Ontario, Canada, completed a questionnaire that included items assessing their knowledge of LERDs. Three case studies about fictional students experiencing comprehension difficulties that had begun only in Grade 4 were also included. The case studies differed by school context: English-medium school, French immersion school, and no provided context. Respondents were asked to identify the importance of underlying reading skills (e.g., phonological awareness, inferencing) for each case and to report strategies they might use to support a student experiencing comprehension difficulties. Results indicated that 29% of participating teachers reported prior knowledge of a LERD and only 55% expressed some degree of confidence in identifying a LERD profile. Among a provided list of reading skills, teachers most strongly associated identifying the main idea, inferencing ability, and vocabulary knowledge to comprehension difficulties. However, only 44% of teachers proposed strategies that would directly target comprehension difficulties when asked about supporting the students. A primary implication of this research is a need for greater professional development specific to comprehension difficulties with respect to both assessment and teaching approaches.