Facilitating Smooth Post-School Transition for Learners with Specific Learning Needs: Policy and Curriculum Recommendations by Nettie Nobukosi Ndou-Chikwena

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Developing and Implementing an Integrated Family Education Program (IPMD‐F) for Parents of Children With Reading Difficulties: Insights From an Action Research Study by Hülya Tercan, Pınar Bayhan

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Learning from the community: iterative co-production of a programme to support the development of attention, regulation and thinking skills in toddlers at elevated likelihood of au... by Alexandra Hendry, Victoria Hulks, Shona Murphy, Holly Radford, Sally Smith, Tony Charman, Sandra Mathers, Sinead Rhodes, Gaia Scerif

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Neurodiversity: post-cognitivist foundations of the 3E approach for educational inclusion of autistic students with technology by Ronnie Videla, Ronnie Videla, May Britt Aros, Francisco Parada, Leonie Kausel, Eduardo Sandoval-Obando, Daniela Jorquera, Daniela Jorquera, David Ibacache, Sebastián Maluenda, Pablo Rodríguez-Herrero, Carola Cerpa, María Jesús González, Marcelo Chávez, Paola Ramírez

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“What does ‘often’ even mean?” Revising and validating the Comprehensive Autistic Trait Inventory in partnership with autistic people by Friederike Charlotte Hechler, Outi Tuomainen, Nathan Weber, Frank Fahr, Bodie Karlek, Marie Maroske, Meike Misia, Nathan Caruana

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Dancing Hands: On Neurodivergent Embodied Knowledge by Anna Püschel

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