Inclusive education is important to achieve high-quality education for all; however, there is an important gap in the literature surrounding inclusive education, namely representation of the perspectives of children and youth with disabilities and special needs. In this study, we used a meta-aggregative approach to qualitative evidence synthesis to bring together systematically the perspectives of these children and youth regarding their experiences in inclusive education, and to generate recommendations for action. After selecting and critically appraising the methodological quality of eligible qualitative studies, we extracted the findings from the results sections of 27 studies involving children and youth with various diagnoses and special needs. We aggregated the findings to develop 19 categories, which we further synthesized into six overarching statements pertaining to: (i) teachers’ and education workers’ support and attitudes; (ii) implementation of support and accommodations; (iii) need for safe and accommodating physical environment; (iv) preparation for high school transitions; (v) friendships and peer interactions; and (vi) participants’ own views of themselves. Implications of our findings include: (i) a need for strong leadership at the school level to support implementation of inclusive education; (ii) a need for leadership from government agencies and schools to provide opportunities for teachers to train and collaborate with other professionals; and (iii) a need for flexibility in curriculum and instruction, for which educators require training and experience. Most importantly, our findings show that children and youth with disabilities and special needs, when provided opportunities, demonstrate profound personal understandings of their strengths and needs, their conditions and how these impact their lives, leading to insightful information that can enhance inclusive education practice and policy.

BackgroundThe Global Lung Function Initiative (GLI-2012) focused on race/ethnicity as an important factor in determining reference values. This study evaluated the effects of changing from Canadian reference equations developed from an all-Caucasian cohort with European ancestry to the GLI-2012 on the interpretation of spirometry in a multiethnic population and aimed to identify the ethnic groups affected by discrepant interpretations.MethodsClinically indicated spirometry in a multiethnic population (aged 20–80 years) collected from 2018 to 2021 was analysed. The predicted and lower limit of normal (LLN) values were calculated using three sets of reference equations: Canadian, GLI-race/ethnic-based (GLI-Race) and GLI-race/ethnic-neutral (GLI-Other). We compared the prevalence of concordance in the abnormal diagnoses (defined as <LLN) for forced vital capacity (FVC), forced expiratory volume in 1 s (FEV1), and FEV1/FVC among the three reference values, and evaluated whether race/ethnicity was associated with discordance.ResultsData from 406 participants were evaluated (non-Caucasian 43.6%). There was 85%–87% concordance for normal/abnormal FVC and FEV1interpretations among the Canadian, GLI-Race and GLI-Other reference equations. In all ethnic groups, application of the Canadian references for interpretation led to a higher prevalence of abnormal (<LLN) FVC and FEV1compared with GLI-Race and GLI-Other. This trend was more prominent in Black, South-East Asian and Mixed/other ethnic groups when comparing the Canadian to the GLI-Race equations. In contrast, the discordance rates were similar among ethnic groups when compared with the GLI-Other reference equations. Interpretation of FEV1/FVC had a high rate of agreement among all equations.ConclusionInterpretation using Canadian reference equations was associated with a higher prevalence of restrictive physiology compared with the GLI-2012 equations, particularly if the GLI-Race were used. These observations were mostly found in non-white Caucasian groups, highlighting the need to choose reference equations that reflect closely the ethnic mix of the population being evaluated in order to optimise patient management.

Purpose: The purpose of this scoping review was to document how the literature reports morphological awareness instruction and interventions delivered by speech-language pathologists (SLPs) and/or educators in classroom settings for kindergarten to Grade 3 students. Method: We followed the Joanna Briggs Institute's methodology for scoping reviews and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews reporting guidelines. Six relevant databases were searched systematically with article screening and selection completed by two reviewers calibrated for reliability. For data charting, one reviewer extracted content and a second reviewer verified it was pertinent to the review question. Charting for the reported elements of morphological awareness instruction and interventions was guided by the Rehabilitation Treatment Specification System. Results: The database search yielded 4,492 records. After removal of duplicates and screening, 47 articles were selected for inclusion. Interrater reliability for source selection exceeded the pre-established criterion of k = .61. Our analysis generated a comprehensive description of the elements of morphological awareness instruction as reported in the included articles. Conclusions: Our findings provide school-based SLPs and educators a systematic means of reviewing the literature to identify key elements of morphological awareness instruction in published articles for application of evidence-based practices with fidelity, thus helping to close the research-to-practice gap. Our manifest content analysis revealed reporting of the elements for classroom-based morphological awareness instruction was varied, and in some cases, underspecified in the articles included in our study. Implications for clinical practice and future research to advance knowledge and promote implementation of evidence-based practices by SLPs and educators in today's classrooms are discussed. Supplemental Material: https://doi.org/10.23641/asha.22105142

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