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A critical synthesis of barriers and facilitators to the use of AAC by children with autism spectrum disorder and their communication partners

An evaluation of the collaborative mode of professional development for teachers in special schools in Hong Kong

Assessment, disability, student engagement and responses to intervention

Associating cognitive functions with technology features used to support employment for people with intellectual and developmental disability

Case reflections on communication support for students with multiple and severe disability in Australian general classrooms

Comparison of caregiver engagement in telepractice and in-person family-centered early intervention

Complex contextual influences on the communicative interactions of students with multiple and severe disabilities.

Deep assessment: a novel framework for improving the care of people with very advanced Alzheimer's disease

Description of the direct teaching activities of itinerant teachers of deaf and hard of hearing students

Educational approaches for maximizing arousal in children with multiple and severe disability: New directions for research and practice in early childhood contexts

Effectiveness of technology types in employment-related outcomes for people with intellectual and developmental disabilities: an extension meta-analysis

Enhancing everyday communication for children with disabilities

Evaluating the educational experiences of students with profound and multiple disabilities in inclusive and segregated classroom settings: an Australian perspective

Features of employment-related technology for people with intellectual and developmental disabilities: a thematic analysis

From policy to practice supporting students with diverse needs in Thailand: critical issues and implications

Implementing functional behavior assessment in Thailand

Interaction, inclusion and students with profound and multiple disabilities: towards an agenda for research and practice

Issues in the use of visual supports to promote communication in individuals with autism spectrum disorder

Looking back, looking forward: methodological challenges and future directions in research on persons with profound intellectual and multiple disabilities

Mainstream teachers' experiences of communicating with students with multiple and severe disabilities

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