ObjectiveTeachers' attitudes toward inclusion are often based on the practical implementation of inclusive education rather than a specific ideology and understanding of inclusiveness. This study aimed to identify the factors associated with primary school teachers' attitudes towards inclusion of students with all disabilities in regular schools.MethodSeventy four primary school teachers participated in a cross-sectional survey conducted in Western Australia. Teachers' attitudes and efficacy toward integration of students with disabilities were measured using the Opinions Relative to Integration of Students with Disabilities scale and Bandura's Teacher Efficacy scale respectively.ResultsFour teacher attributes—age, gender, teaching self-efficacy and training collectively explained 42% of the variability in teachers' attitude toward including students with disabilities.ConclusionThe current study further contributes to the accumulation of knowledge that can unpack the complex pattern of factors that should be considered to promote positive attitudes towards inclusive schools.

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The findings of the current study highlight the importance of a systemic approach to family stress, whereby individual, family, and ecological factors are investigated.

Dyadic coping strategies may play a pivotal role in relationship satisfaction and explain why some couples adapt positively to the challenges associated with raising a child with ASD and others do not. Survey data from 127 caregivers of a child with ASD were used in generalized estimating equation analyses to investigate the factors associated with relationship satisfaction, including socio-demographics, parenting stress and dyadic coping. Results showed that over two-thirds of the sample reported satisfaction, which was associated with low parenting stress, increased use of positive and decreased use of negative dyadic coping strategies. Positive dyadic coping was found to have a greater influence than negative dyadic coping, supporting a strengths-based approach to interventions promoting family resilience.

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Several studies have reported enhanced neural coding of stimulus periodicity (frequency following response; FFR) and/or shorter neural response latencies to speech sounds in musicians than in non-musicians. Such enhanced early encoding may underlie the reported musician advantage for perceiving speech in noise. If such perceptual benefits are confirmed, it is possible that musical training may be an effective intervention for offsetting the decline of this important skill with age. This presentation will review evidence for and against the musician advantage in the neural coding and perception of speech, and will highlight several reasons to be cautious of the generalizability of the musician advantage in the published literature, including (1) small sample sizes, (2) varying definitions of musician and non-musician, (3) dichotomous between-group comparisons (e.g., comparing professional musicians to non-musicians), (4) possible speech-corpus specific effects, and (5) the multitude of degrees of freedom in FFR analyses. Efforts towards large-sample replications that use open science techniques, including preregistered hypotheses, methods and analyses, as well as open source data, should bring clarity to the association between musical expertise and the neural coding and perception of speech in noise. [Work supported by NIH under Grant R01 DC005216 and NSF-BCS under Grant 1840818.]