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This article presents new insights into the views of families regarding the educational opportunities for their children in special school settings. It reports on a study designed to capture the perspectives of families regarding the opportunities to consult and engage with teachers on the education of their child or children with disabilities across special schools in Australia. The methodology provided a framework of investigation critical to the research in this study. Furthermore, a significant body of parental voices was manifested through the study providing a rich bank of perspectives regarding their preferred delivery models of education for their families and children with disabilities. Key pointsThe findings of this study provide deep insights into families' perspectives on curriculum and inclusive programmes that add value to the learning experiences of their children with disabilities in special school settings in Australia.The paper articulates the reasons why an overwhelming majority of parents who completed a large mix methods survey expressed confidence in the expertise of teachers, staff and leaders in the provision of education for students with disabilities in special school settings in Australia.For the first time in recent research in Australia, the voices of parents of students with disabilities are heard, respected and valued through a set of open‐ended questions within a large‐scale survey.A strong call from parents to sustain the provision of special schools in Australia, in keeping with the UN Rights of the Child (1990), is expressed and is supported by evidence elicited from parents in over 300 schools in Australia. [ABSTRACT FROM AUTHOR]

Children and young people who have been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) can often experience difficulties within an education setting. ADHD can impact upon their educational achievements and subsequent future employment. This paper draws upon data gathered from a small scale study and has sought to elicit the 'voice' of young people who have ADHD and their experience within a school setting. Findings of this study indicate that there is a need for teachers to be more informed about the impact that ADHD can have on a pupil and teachers need to develop positive strategies to support these individuals within the classroom. Ideally, adequate training around ADHD should begin within initial teacher training prior to entering the teaching profession. [ABSTRACT FROM AUTHOR]

Zombies are defined as ideas or persistent myths that should have died out but have not. Special education's biggest zombie is that only full inclusion brings about true social justice and the most effective education for students with disabilities. Three examples of specific zombies about full inclusion are presented. First, that full inclusion has been internationally accepted policy since the Salamanca Statement in 1994. Second, that the feasibility of full inclusion has been demonstrated in some countries. Third, that there is extensive evidence that inclusion is more effective that special education. Six strategies that have been used to promote these inclusion zombies to the general public and legislators in various countries around the world are discussed. These are: reframing the problem; denying its reality; portraying special education as something of which most people disapprove; presenting full inclusion as something most people want; making the distinction between the two maximally stark; casting all challenges to the zombie as addressing the wrong question or relying on flawed research and demanding unthinking belief in full inclusion. It is concluded that special education's zombies related to full inclusion must be exposed, challenged and finally eradicated so that future education provision for children with disabilities can focus on achievable goals and evidence of effectiveness rather than placement. Key pointsSpecial education's biggest zombie is that only full inclusion will bring true social justice to schooling because special education is essentially an inappropriate way of dealing with diversity; is a relic of the last century, unfairly discriminatory and exclusionary.Three inclusion zombies are: that full inclusion was recommended by the Salamanca Framework; that full inclusion has been shown to be a feasible approach to meeting all special needs; and that there is convincing research evidence that inclusion is more effective than special education. All three zombies are false but widely disseminated.Six strategies are used to promote full inclusion zombies: reframe the nature of the problem; deny the reality of the situation; portray special education as something generally disapproved of; present inclusion as something most people want; make a stark distinction between the two; cast all challenges to the zombie as flawed.Full inclusion zombies must be exposed, challenged, and eradicated, so that continued development of theory, research and practice in the education of young people with special needs can once again be the main focus of educators in this field. [ABSTRACT FROM AUTHOR]

This article explores the views of a small group of teachers who specialise in supporting children with Special Educational Needs (SEN). Frequently literature exploring the relationship between parents and teachers of children with SEN uses language which is confrontational, even aggressive. This research, based within a specialist school in England, portrays the voices of the teachers themselves, presenting their perspective on creating relationships with, and supporting the parents of, children with SEN. Far from the language of antagonism portrayed in so many articles, the rich descriptions elicited through focus group discussion demonstrate relationships that are established upon sensitivity, understanding, kindness and care. Our data paint a picture of teachers who feel deeply for the emotional turmoil that many of their parents have suffered before reaching their door; and do all that is possible to hold them safely, while they acclimatise to the new 'normality' of their child accessing specialist provision. [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.

While transition from primary to secondary school is an exhaustively researched area, there is limited research into how the ideas and insights of children, particularly those with Special Educational Needs (SEN), could inform or guide successful school transition planning. The current article presents the final stage of an action research project in which a transition intervention was designed by students in collaboration with their schools and educational psychology services. The intervention, 'My New School', was initially piloted in an inner‐city primary school in England (see Bunn, Davis and Speed 2017) and since has developed into a working tool for several other schools. Children's views, alongside those of school staff, were used to inform the final design of 'My New School' intervention. The article explores findings from analysing the participating children and school staff, alongside relevant literature, and final discussions and implications for practice conclude. [ABSTRACT FROM AUTHOR]

This article forms part of a Masters Inclusive Education research project. Whilst most inclusive research focuses on a marginalised group, my research participants would not normally be deemed marginalised. Nevertheless, they have a pivotal role within the English mainstream education system to promote inclusive practice, improving outcomes for the most vulnerable young people. For this reason, I intend to explore the role of three Special Educational Needs Co‐ordinators (SENCOs) post 2015 reforms and firmly believe this is fundamentally inclusive research. [ABSTRACT FROM AUTHOR]

In this article we report on various initiatives taken by the government since India's independence in 1947 to provide education to school-aged children with disabilities. The majority of children with disabilities still remain out of school. We make an attempt to identify the challenges that the country continues to face in providing education to this population and possible ways in which the challenges could be addressed. [ABSTRACT FROM AUTHOR]

Early intervention is key for children with special educational needs or disabilities ( SEND), and therefore early assessment is crucial. Information from parents about children's current ability and their developmental history can make valid and useful contributions to developmental assessments. Parental input is also important in early education for children with and without SEND. In England, recent changes to statutory guidance for early education highlight partnership working with parents, progress checks and continuous observation. The Early Years Developmental Journal ( EYDJ), an Early Support tool primarily aimed at families, aims to support early identification and assessment for children with SEND and early education for all children. The article describes Early Support to provide a backdrop and then outlines the purpose, structure and rigorous development process of the EYDJ. Use of the EYDJ to support parents, early years education practitioners, health visitors, developmental assessments and the forthcoming English special educational needs ( SEN) reforms is also described. [ABSTRACT FROM AUTHOR]

This article is based on two key findings of doctoral research into the impact that Special Educational Needs Coordinators ( SENCos) in England have on teachers' skills when addressing the needs of children with SEN in mainstream primary schools. I use data from questionnaires and interviews with SENCos, teachers and headteachers to argue that key indicators for successful teaching of children with SEN include SENCos skilling teachers in their roles as 'agents of change' in relation to SENCos' views of their teaching colleagues, as well as the evolving nature of their own professional identity. [ABSTRACT FROM AUTHOR]