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This article focuses on the perspectives of primary school teachers on the current provision for students with dyslexia in the mainstream classroom. Five themes emerged from this research and these were (1) Diagnosis, (2) Inclusion, (3) Effective classroom practice, (4) Difficulties encountered in the classroom and (5) Teacher education. The focus of this article is on the theme of Inclusion. The data collected explores the perspectives of twelve primary teachers towards the in‐class versus withdrawal models to support children with dyslexia in the mainstream classroom. As the concept of inclusive education has evolved in recent years, the objective of this research was to identify the most effective means of addressing the needs of the dyslexic student in the mainstream classroom. The insights provided by the teachers signify the need for in‐class support, as much as possible, to support inclusion for students with dyslexia in the mainstream classroom. [ABSTRACT FROM AUTHOR]

This study explores challenges confronting teachers in using assistive technologies (ATs) in inclusive schools. Data was retrieved from ten teachers in the Western Region of Ghana. Thematic analysis, with the aid of NVivo 12, revealed that teachers think ATs are costly and difficult to maintain. Alongside poor resources, the combined effect of lack of patience and unwilling attitude of teachers at deploying best suited ATs, poses the biggest challenge to effective AT usage. We recommended increased emphasis on best suited ATs that are cheap and easy to maintain. Regular training, oriented towards enhancing teachers' skills and attitude is vital. [ABSTRACT FROM AUTHOR]

This study reports data on early childhood teachers' perspectives of early childhood inclusive education in New Zealand. A qualitative method was employed for this research. The process included an internet survey questionnaire which was sent out to early childhood teachers across New Zealand. The results indicated that though early childhood teachers believed that in general, early childhood programmes in New Zealand were flexible and welcoming, they found that their programmes did not effectively respond to children with special needs. Teachers also reported the strategies they used and the difficulties that must be overcome for the successful inclusion of young children with disabilities. Implications and suggestions for the implementation of effective inclusive early childhood services are included. [ABSTRACT FROM AUTHOR]

Education in Croatia is based upon principles of inclusion and individualisation. However, the effective inclusion of learners with special educational needs, including those with autism, has been identified as limited. To better understand the situation within primary education in the country, a survey of specialist teachers from mainstream and special primary schools was undertaken (n = 99), to investigate such teachers' knowledge and attitudes regarding autism, and their experience of 'good autism practice' methods and approaches. Knowledge was inconsistent, and inaccurate understandings were common. Attitudes regarding the inclusion of learners with autism were ambivalent. Training in 'good practice' approaches was extremely limited; however, despite low confidence, the use of these approaches was common. Teachers' education needs in autism were identified, and implications for future teacher education in autism, practice and policy initiatives are discussed. [ABSTRACT FROM AUTHOR]

One of the criticisms concerning teacher aides (TAs) is that they have limited education and pedagogical skills to support teaching of students with disabilities in the classroom. In Ghana, universities have responded and have introduced a 4‐year degree programme in special education. The graduates are recruited as TAs by the government, to work with teachers and students with disabilities in regular classrooms. However, students with disabilities are unable to participate in inclusive classrooms. This lends support to the exploration of the experiences and the contribution of TAs regarding the implementation of inclusive education in Ghana. The inclusive education performance indicators (concepts, policy, structure and systems and practice) was used as framework to understand the perception of 12 TAs regarding inclusive practices. Under each of the measurement indicators, participants discussed the barriers that interfered with their work. For instance, while participants mentioned that they have the competence to support the implementation of inclusive education, under the measurement indicator of concepts, they shared that the rigid nature of the curriculum is an impediment to equal participation. The implications of the study findings for policymaking with respect to improving inclusive practices are discussed. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic drastically altered K‐12 teaching and learning and is likely to affect the students' and teachers' futures. This is true for both general and special education. Lingering, long‐term issues will affect teachers and students at all levels of education. However, 'silver linings' of the pandemic might nudge education into better practices. Reliable quantitative research of the pandemic's effects is needed, and this includes research of new supports for learning. [ABSTRACT FROM AUTHOR]

This study explored the schooling experiences of secondary‐aged pupils with and without SEND attending three mainstream schools in England. Thirty‐seven young adolescents with SEND and eight without agreed to be interviewed. Thematic analysis revealed the challenges these young adolescents with SEND encountered to feel included in their schools and light is shed on their perspectives of what an inclusive school should be. Of significance contributing to pupils' positive or negative feelings about school and their feelings of being included or excluded were: their perceptions of the implementation of approaches to behaviour management; their perceptions of the equitable allocation of teacher support and/or teacher attention; relations with their teachers; whether they found their lessons engaging or 'boring'; and the extent to which they perceived their voices were heard and subsequently, acted upon. The findings of the study are discussed with reference to Farrell's model of inclusion and an elaboration of the model is proposed as a self‐review tool to be used by educational practitioners as an aid to facilitate their inclusion in mainstream provision. [ABSTRACT FROM AUTHOR]

Those who work in education strive to create more inclusive environments in school but are often stymied in their efforts by challenges coming from many and varied directions. Politicians, for example, exhort us to be more inclusive but create conditions that encourage separation and exclusion, and inclusive education's history in special education means that the default response of the system around special education is to diagnose, treat and manage separately. That legacy continues to have its effects. Looking both at the history of the management of 'special needs' and at the continuing rise in numbers of marginalised, separated and excluded youngsters, we suggest that some fundamental shifts are necessary in the way that we think about and research into difficulty at school if we are to move beyond Groundhog Day. [ABSTRACT FROM AUTHOR]

The article presents findings from interviews with five caregivers of children with autism excluded from schools in England. Objectives: to determine the barriers and enablers to mainstream schooling for children with autism and to explore the emotional effect of the journey to school exclusion on the child and caregivers. Background: research has highlighted that some mainstream schools do not listen to caregivers concerns about their child's development, behaviours and mental health. Methods: interpretative phenomenological analysis was employed to understand how participants made sense of their lived experiences, revealing four superordinate themes: inadequate special educational needs and disability (SEND) support, psychological impact, health‐imposed barriers to diagnoses, and effective support. Findings: Theographs present the caregivers' journeys, illustrating that the onus fell on the caregivers to advocate for effective support from schools. A lack of prompt diagnose and effective school support is detrimental to the emotional and physical health of both children and caregivers. Training is needed to ensure thresholds for education, health and care needs assessments are understood, alongside evidence‐based approaches to support children with SEND. There is a policy need to address barriers to prompt health assessments across services and the impact of decreased funding on schools. [ABSTRACT FROM AUTHOR]

This article reports on a small‐scale research study utilising semi‐structured interviews to discover and understand trainee teachers perceptions of inclusion in the Primary School. As future educators it is vital that trainee teachers understand, critique, and develop their thinking and around the concept of inclusion to ensure they continue, and hopefully improve, the practice of inclusive teaching and learning. More research is necessary to explore the intricacies of inclusion in the Primary School as the concept is a controversial one. This article makes no claim to uncover the entire 'story' of inclusion; rather it offers areas for thought and consideration which will lead and contribute to the ongoing discussion and evaluation of ways of improving the learner experience from the perspective of Primary age‐range trainees. [ABSTRACT FROM AUTHOR]

This article explores how gastrostomy feeding tubes can impact the early childhood education and care (ECEC) experiences of children. It presents findings from a small‐scale study, which utilised the perspectives of early years educators and parents. The findings indicate that feeding tubes have both an opportunistic and restrictive impact within ECEC. Opportunity was evident through improved nutrition and health, which allowed familial respite and an increased attendance of ECEC. This enabled opportunities for social and explorative interactions. However, the complexities of having and supporting a feeding tube made accessing types of play and exploration challenging. Collaboration between the educators and parents was a crucial tool for success. Educators felt with experience and teamwork they could ensure the needs of children were met innovatively and safely. However, it was concluded clearer advice for attending ECEC settings with a feeding tube would benefit all involved and instil a sense of readiness. [ABSTRACT FROM AUTHOR]

To examine the current status of early childhood inclusive education in New Zealand, this article highlights the country's overall structure of inclusive education and other services for individuals with special needs. The unique features of early childhood special education services are also highlighted. Challenges to enhance the quality of education and services for young children with special needs, as well as future possibilities in New Zealand, are also discussed. [ABSTRACT FROM AUTHOR]

The inclusion of children with special educational needs into mainstream schools needs effort and cooperation by all those involved. Both educators and medical professions need to be skilled in identifying and supporting neurodiversity. This study explores the cross‐professional understanding and support of four of the most prevalent neurodiversities: autism spectrum condition, attention deficit hyperactivity disorder, developmental coordination disorder and dyslexia, to evaluate the efficiency of the diagnostic pathway and the subsequent support. Questionnaires were distributed throughout a number of training events for medical and educational practitioners asking what a condition was, and how it could be supported. Using a thematic analysis, data from 189 responses were examined and cross‐referenced with diagnostic criteria, in addition to identifying the overarching themes of support. Results show a serious gap in awareness and knowledge of neurodiversity in both medical and educational sectors, followed by a cacophony of intervention, breaking the pathway for diagnosis before it begins and ultimately failing children and their families. [ABSTRACT FROM AUTHOR]

An introduction to the articles discussed within the issue is presented, with topics including pragmatic approach to the principles of inclusion of children with special educational needs/disabilities (SEND), responses of parents and carers of children with SEND, and curriculum area for children with SEND.