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Inclusive education is the process of integrating individuals with disabilities into a regular classroom, and it helps reflect the world's commitment to equal educational opportunities as outlined in UNCRPD. It emphasizes the importance of embracing diversity and promoting acceptance among students who are impaired. This paper examines why it is important to include learners with impairments into mainstream classes and the favorable attitudes towards inclusive education among teachers, administrators and students. Many barriers hinder its implementation such as lack of professional development for teachers, insufficient facilities for learning, difficulty in creating relationships between classmates, inadequate parent participation, and absence of legislations and policies that are aligned towards its practice. The role of several educational theories like social constructivism, humanistic approach and universal design for learning (UDL) have been discussed to show their relevance in addressing challenges found in inclusive learning. Social Constructivism shows how collaborative work can be used inside the classrooms so that peer rejection will be lessened. The approach that is humanistic stresses about the comprehensive growth all individuals while addressing the needs of learners with disabilities. UDL focuses on promoting an accessible learning environment and eliminating physical barriers to foster successful growth for all students. Moreover, this article underlines relevance of awareness on how children with impairments can be incorporated into conventional classrooms and benefits which inclusive education has for both disabled and non disabled students. In conclusion, this paper emphasized the transformative nature of inclusive education in fostering a learning atmosphere that promotes diversity, empathy, and acceptance, contributing to students' overall development.

Tensions exist between providing inclusive education in mainstream classrooms and market-driven neoliberal values such as academic success and school ranking. These values impinge on teachers' responsibilities to teach students with disabilities. Schools are ranked based on students' performance in national examinations and schools sometimes use unscrupulous methods to achieve good results. In a culture that ranks schools based on test results, the schools themselves find it hard to embrace the idea of inclusion and some will use a variety of means to exclude students with disabilities to maintain their high rating. In this article we explore how some key tenets of neoliberalism in inclusive education, such as testing mechanisms to leverage accountability and improvement, inter-school competition, marketisation of education and parental choice, among others, affect the provision of education to students with disabilities in Kenya. We highlight how neoliberalism has affected inclusive education in Kenya and explain how hegemonic neoliberal culture has changed the way schools operate and how teachers teach. We also show how neoliberal culture in schools helps exclude students who are different from the norm.

Universal Design for Learning (UDL) is a framework for designing lessons that is grounded in data and recognized as best practice under IDEA and ESSA. The use of the method allows for greater intervention with students socially, emotionally, and academically. UDL allows intentional and purposeful work with populations that are normally marginalized and at risk. UDL lesson planning creates an environment that addresses the least restrictive environment, is culturally responsive, and allows an environment that is trauma informed for all students.

Educators in Belize are charged with ensuring that all Belizeans are given an opportunity to acquire a quality education that promotes personal development and productive citizenship. Consequently, Belizean law now requires all children from ages five through fourteen to attend at least eight years of primary school. Students with special needs have historically not received accommodations in the education system, so many teachers struggle with meeting the needs of students with learning disabilities in these inclusive settings. This qualitative case study explored teaching strategies and contextual factors in inclusive primary classrooms in Belize and was conducted in the form of Community Engaged Research in partnership with the Ministry of Education, Youth, Sports, and Culture (MOE). Findings suggest consistent approaches for differentiating instruction, teacher passion for teaching and commitment to meeting student needs, a need for additional resources and training, and a disconnect between families and schools. Interpretation of these findings through Hornby's (2015) theory of inclusive education suggests that Belize is primarily following inclusivity as students with disabilities are integrated into the mainstream educational system. However, while some principles and practices of inclusion are followed, other features are absent. Adding a special education component could enhance student learning as individualization and standardization of instruction, expectations, and assessment could occur between teachers, across grade levels, and in communication with families. A special education component with associated teacher training could support teacher desire for additional resources and meet the needs of an increasingly diverse population of students.

To explore the benefits of a brief autism education intervention on peer engagement and inclusion of autistic children at day camps. A convergent, parallel, two-arm (intervention/no intervention), non-randomized, mixed-methods design was used. The individualized, peer-directed, 5--10 min intervention included four components: (1) diagnostic label, (2) description and purpose of unique behaviors, (3) favorite activities and interests, and (4) strategies to engage. A timed-interval behavior-coding system was used to evaluate engagement between each autistic camper and their peers based on videos taken at camp (days 1, 2, 5). Interviews with campers and camp staff explored why changes in targeted outcomes may have occurred. Percent intervals in which the autistic campers were jointly engaged with peers improved in the intervention group (n = 10) and did not change in the control group (n = 5). A large between group intervention effect occurred by day 5 (Z = - 1.942, [eta-squared] = 0.29). Interviews (5 autistic campers, 34 peers, 18 staff) done on the last day of camp in the intervention group garnered three themes: (1) "Changed behavioral attribution," (2) "Knowledge facilitates understanding and engagement," and (3) "(Mis)perceptions of increased inclusion." A brief educational intervention that includes individualized explanatory information and strengths-based strategies might improve peers' understanding of and social engagement with autistic children in community programs such as camps.

Purpose: The present study investigated school absence among 1,076 5-15 year-old children with neurodevelopmental conditions (intellectual disability and/or autism) approximately one year following the start of COVID-19 in the UK. Methods: Parents completed an online survey indicating whether their child was absent from school during May 2021 and the reason for each absence. Multi-variable regression models investigated child, family and school variables associated with absenteeism and types of absenteeism. Qualitative data were collected on barriers and facilitators of school attendance. Results: During May 2021, 32% of children presented with persistent absence (missing = 10% of school). School refusal and absence due to ill-health were the most frequent types of absence, accounting for 37% and 22% of days missed, respectively. COVID-19 related absence accounted for just 11% of days missed. Child anxiety was associated with overall absenteeism and with days missed because of school refusal. Parent pandemic anxiety and child conduct problems were not associated with school absenteeism. Hyperactivity was associated with lower levels of absenteeism and school refusal but higher levels of school exclusion. A positive parent-teacher relationship was associated with lower levels of absenteeism, school refusal and exclusion. Child unmet need in school was the most frequently reported barrier to attendance while COVID-19 was one of the least frequently reported barriers. Conclusion: COVID-19 had a limited impact on school attendance problems during this period. Findings highlighted the role of child mental health in different types of absence and the likely protective role of a positive parent-teacher relationship.

The use of music therapy techniques has recently extended into the educational realm to help overcome learning difficulties, support emotional management, and assist students to develop necessary social skills. This is known as educational music therapy (EMT). Current educational policies give ever greater importance to the fostering and development of core social skills and competencies as decisive factors in overall educational success. Thus, teachers are being encouraged to explore interdisciplinary and creative collaboration and to innovate and incorporate new, more active, teaching methods to enable students to meet these educational objectives. This article comprises a systematic review of 34 research studies from 13 countries concerning the use of EMT over the last 15 years. The authors have identified uses of EMT in general teaching and in music education. The PICO(C) framework was used to develop the research question and the PRISMA diagram was used to determine the criteria for exclusion or inclusion of studies for review. The results from all studies considered agree that music therapy has benefits at all contexts and levels of education. The studies examined are diverse in terms of design, application, and procedures, and music therapy and music education techniques largely coincide in their educational objectives: improving inclusion, learning outcomes, and well-being among students. In conclusion, there is a two-way process of transfer between music education and EMT, and the addition of EMT techniques as another innovative method within teachers' repertoires could have many benefits in education. The added value can be found in the way this review relates different studies, revealing those dimensions that would benefit from further study as well as exploring the decision-making process around their potential applications.

Currently, refugee Ukrainian learners are attending German mainstream schools, leading to an even more diverse student population. Given that the German school system is committed to provide inclusive education for all, this study aims to examine how teachers address Ukrainian students learning needs by means of differentiated instruction. To this end, a qualitative study was conducted in which eight elementary school and advanced secondary school teachers were interviewed. Findings revealed that refugee Ukrainian students in German mainstream schools are taught alongside German students, but are also placed in separated classrooms. Additionally, they occasionally participate in remote learning via Zoom from Ukraine. Furthermore, teachers reported using more frequently tiered assignments or peer tutoring systems. In contrast, practices such as mastery learning or open education are seldomly implemented. Implications of the results, as well as limitations and further lines of research are discussed.

Inclusion classes (IC) are one of Greece's most crucial educational inclusion policies. This paper explores the institution of inclusion classes as a supportive educational framework for students with special educational needs and/or disabilities (SEND) for their inclusion in the mainstream education system through teachers' conceptualisations. In this research, interpretive phenomenological analysis was used. Nine teachers of inclusive education in primary schools were involved in the study. The results showed that teachers had approached inclusion classes as closed structures with specific clinical criteria for selecting students with SEND and facing institutional barriers. At the same time, participants stressed through their discourse that the attitudes of school community members depend on the characteristics of students with SEND, which sometimes leads to their stigmatisation and categorisation and raises issues of educational and social exclusion. An implication of existing policies is the necessity to incorporate fully inclusive education principles and establish a learning framework of functional emancipatory pedagogical practices.

Inclusive education in the United Arab Emirates (UAE) is evolving with ambitious policies and strategic plans. The extent to which these policies and plans are being embedded into practice in mainstream schools across the country has not been fully captured. This research used an online survey to investigate teachers' perceived competence in implementing inclusive education practices with students with disabilities in mainstream schools and explore its relationship with demographic variables. Participants included 999 teachers from public and private schools across the seven Emirates of the UAE. Greater competence was reported in implementing practices that create an environment conducive to effective learning and less competence in implementing practices that use knowledge of the student. Differences were found between demographic variables and teachers' perceived competence in implementing inclusive education practices with recent professional development in inclusive and/or special education emerging as the most significant predictor. Implications for practice and further research are considered.

My research investigates the experiences of a range of professionals tasked with the role of enacting a policy aimed at achieving social justice. In a drive where one of the priorities was aimed at reducing exclusions from mainstream schools, some participants report feelings of being marginalised and excluded from the policy process. This paper offers a valuable insight into the permeations of the policy process, and the experiences of senior leaders working within education, health and social care, and who feel excluded from the decision-making process. This raises fundamental questions around the planning and implementation of policy aimed at inclusive practice, and a move towards achieving social justice. It raises the question of if it is ever justified to exclude the voices of professionals who are directly impacted by a policy? This is particularly pertinent given that the purpose of the policy itself is concerned with inclusion and social justice.

The experiences of autistic parents when interacting with statutory services for their autistic children is not well understood. This study investigates the experiences of autistic parents' interactions with statutory services, including education and healthcare, in relation to their autistic children. Interpretative Phenomenological Analysis was used to investigate their experiences. Ten autistic mothers of autistic children in mainstream education completed semi-structured interviews, which were co-developed with autistic parents. Two superordinate themes were developed: (1) The wider system is the problem and (2) Feeling judged and stigmatised. While Theme 1 demonstrates some similarities in the experiences of autistic parents to that of non-autistic parents in previous studies, theme 2 is unique to autistic parents who may feel that they are being treated differently. These themes indicate the importance of training encouraging a strength-based rather than deficit-based understanding of autism. Participants highlighted the wider system is the problem rather than individual professionals, and that it places some families at a disadvantage.

Bullying has been a recurrent phenomenon throughout the history of education. Among those most vulnerable are those with intellectual disabilities who tend to suffer greater levels of victimisation. The purpose of this research is to analyse the prevalence of bullying of students with intellectual disability in ordinary schools compared to special education schools. The project used a nonexperimental, descriptive and correlational methodology with a sample of 99 students who completed the validated European Bellying Intervention Project Questionnaire measurement tool. The results show that the majority of students who were victimised by bullies left their ordinary school during secondary education. Within ordinary schools, students with disabilities are more likely to experience bullying in the role of victim while in special education schools the most frequent role is that of observer.

This study aimed to examine the awareness of teacher candidates towards inclusive education. This mixed method study was performed with the convergent parallel mixed pattern. The sample of quantitative part of the study consisted of 708 teacher candidates in an education faculty determined by criterion sampling. The study group of the qualitative part of the research is 14 teacher candidates (preservice teachers) selected from among these participants. The research data were collected with Awareness Scale for Inclusive Education and Interview Form for Evaluation of Inclusive Education Course. The scale data were analyzed by descriptive and inferential statistics, and the semi-structured interview data were analyzed by content analysis. The results revealed that the awareness of teacher candidates' inclusive education was at a moderate level. In addition, the awareness level of the participants who had inclusive education training was higher than the participants who did not, and the female participants had higher awareness compared to the male participants. The interview results revealed that training on inclusive education increased teacher candidates' awareness of its history, aims, the students it encompasses, and its applications. According to the results of the research, it has been suggested to expand the inclusive education provided to teachers before and during the service.

Online course design and delivery rapidly expanded due to COVID-19. The impact on Deaf/Hard of hearing (D/HH) learners since the pandemic is unknown. In this prepandemic qualitative study, however, ninety-three (93) D/HH online students participated in a survey, from which nine (9) participated in a focus group interview to share their experiences in their online classes. The results describe both the positive influences and the challenges affecting this population in mainstream online classes. A forthcoming article will study postpandemic perspectives to further guide online course design and delivery for D/HH learners.

Turkey has developed educational policies and measures to help Syrian students to access education in public schools through different integration practices. This research aimed at examining two integration practices, i.e. mainstreaming and adaptation classes, and exploring the advantages and limitations of each practice for the integration of Syrian students from practitioners' perspectives. The participants consisted of fifteen teachers who had experience in both practices and were working at primary, middle, and secondary schools in a large city in Southeastern Turkey. This research employed a comparative case study design to analyze and synthesize similarities, differences, and meaningful patterns across the integration practices. It was revealed that each practice has limitations and advantages in terms of integration. How integration is handled is the main distinction between the practices. Mainstream classes facilitate relational integration through inclusion; however, integration is fostered through language tuition in adaptation classes. Both practices warrant some arrangements for effectiveness.

This paper constitutes a relatively new area that has emerged from the relationship between Special Education Need (SEN) students in normal classrooms and teachers' perspectives. The purpose of this study was to investigate factors that could contribute to differences in attitudes of public-school teachers toward the inclusion of students with special needs in general education classes in the Arab schools in Israel. The study used a quantitative methodology, adopting an online survey method of data collection, addressed to a total number of 237 teachers working in government public schools. The findings indicated that teachers who hold a master's degree were more likely to accept the idea of integrating SEN students in regular settings and suggested that teachers' education level affected their emotional attitude towards SEN integration. These findings embody significant practical meanings. A change is needed in the way Arab society perceives students with SEN, and how this society treats their integration into the framework of regular students. A practical recommendation of this study is that the Ministry of Education should offer intensive training for a wide range of teachers to be able to deal with students with special needs.

This review provides an overview of the literature related to inclusive education for students with autism/takiwatanga in Aotearoa. A search of peer-reviewed literature identified 49 potentially relevant publications; of these, 13 met the inclusionary criteria. The reviewed publications addressed issues of how best to achieve inclusive education in Aotearoa as well as teachers' and teacher aides' impact on teaching and learning. Findings suggest a need for more support and professional development for teachers and teacher aides in order to effectively create inclusive classroom/school environments which support the learning needs of students with autism/takiwatanga. The need for a whole-school approach to inclusion is highlighted as a key pathway towards inclusive education. These ideas are discussed in relation to implications for further research and the provision of effective mainstream education for autistic students in Aotearoa.

Traditional approaches to professional development for inclusive education narrowly frame inclusive education as a special education reform. Such approaches emphasize technical practices rather than surfacing and disrupting harmful ideologies that normalize the segregation of students with disabilities. Alternatively, there is potential for a transformative ripple effect for inclusive education when professional development prioritizes the critical inquiry, collaboration, and collective action of teacher leaders. Professional learning communities offer a model for professional development through which teacher leaders can cultivate the tools and support needed for taking action for inclusive education in their own contexts. Coaches are uniquely positioned as advocates and teacher leaders who can facilitate such professional development. This action research study explored how four inclusive education coaches: (1) worked to cultivate a professional learning community for developing inclusive teacher leaders in response to the needs of their district; and (2) reflected on the impact of this professional development to plan for their ongoing support of the district's inclusive teacher leaders. The findings highlight the importance of professional learning communities as a professional development approach for supporting the collaboration and agency for teacher leaders for inclusive education.

In this study, we examine the association between attending a Non-Formal Learning Center (NLFC) in Sokoto and Bauchi states for at least nine months and reading outcomes for out-of-school children (OOSC) who are mainstreamed into formal schooling by grade 4 (P4). We use Hierarchical Linear Modeling with data from 1,116 pupil Early Grade Reading Assessments (EGRA) and pupil surveys collected by the NEI Plus program. Overall, NFLC-mainstreamed pupils read at the same low levels as their peers who have received formal schooling, despite having had disruptions to their education. Given this evidence, policymakers should consider maintaining the NFLCs to jumpstart OOSC into school.

Due to the increasingly diverse nature of classrooms in Australia, a great deal of attention has been understandably dedicated to the pedagogical approaches, resources and conditions needed to cater for the needs of English as an additional language or dialect (EAL/D) learners in mainstream settings (see Dobinson & Buchori, 2016; Taplin, 2017). However, research has demonstrated that while the practices that take place within the classroom are essential to supporting EAL/D students, the institutional practices of the school community driven and underpinned by school leaders' positionings, views on and attitudes towards diversity are fundamental to the creation and facilitation of opportunities for teachers across the curriculum to support a socially-just environment for all learners, including EAL/D students (Brooks et al., 2010; Theoharis & O'Toole, 2011). To better understand the views of school leaders, this article reports on a study into principals' perceptions about the diverse needs of EAL/D learners in mainstream settings. Grounded in the premises of qualitative research methodologies (Stake, 2010), data was collected through in-depth semi-structured interviews that explored (i) principals' views on diversity, (ii) the perceptions and positioning of EAL/D students in schools, and (iii) the role of suitable pedagogical approaches and their commitment to opportunities for professional learning to enhance responsiveness to EAL/D learners' needs in mainstream settings. Thematic analysis of the interview data revealed that principals' views on diversity acknowledged the pervasive presence of Anglophone teaching and leadership staff in school communities which contributes to colourblind perspectives on and deficit framings of EAL/D students and of their needs. To address these systemic and structural issues which heavily impact the classroom, principals indicated that suitable pedagogical approaches are needed along with effective avenues for professional learning (PL) to support EAL/D students in mainstream classes. Though small scale in design, this study also contributes empirical data to this under researched area of principals' attitudes towards EAL/D students.

Cerebral visual impairment is a high incidence visual issue with a prevalence rate of 3.4% of children in mainstream education (Williams et al., 2021). However, it is still a very unknown condition with very little awareness in the general public (Ravenscroft et al., 2021). The aim of this research was to better understand how CVI related visual issues impact children in the mainstream classroom. Ten parents and eleven classroom teachers of eleven children with CVI related visual issues participated in the research, which used interviews and focus groups to develop a better understanding of the children and to ascertain the effectiveness of a range of strategies that were implemented to support the children throughout the research period. This was shorter than planned due to the COVID pandemic and school lockdowns. The research found that 82% of the children had learning support needs, 100% had emotional support needs, and 91% experienced challenges with social interactions. The CVI education sessions, decluttering, mindfulness, gratitude and calm breaks all helped the children, however the research period was not long enough to assess the overall effectiveness of the strategies and further research is needed in this area.

This study examined teacher behaviours, students' academic engagement, and classroom ecology in mainstream classrooms including children with intellectual disabilities, and examined the differences in academic engagement for students with and without intellectual disabilities. A mixed-method research methodology was employed. The study demonstrated that children with intellectual disabilities exhibited high level of engagement in the following situations: the classroom layout used grouping, the classroom organisation combined groups and independent learning, the learning tasks included reading aloud, copying, watching videos, and doing homework, and teachers paid attention to all students or to children with intellectual disabilities individually and walked around the classroom during lesson time. English was the discipline with most active engagement among children with intellectual disabilities, followed by music, art, science, Chinese, sports, social studies, and mathematics. Finally, academic engagement of children with and without intellectual disabilities was mostly passive. We discuss the factors related to academic engagement of children with intellectual disabilities and provide suggestions for improving their self-management skills and classroom organisation.

Although school engagement is crucial to child development, research on children with intellectual disabilities in mainstream schools is scant. This sequential, explanatory mixed-methods study examined the ways in and extent to which children with intellectual disabilities participate in mainstream school activities, as well the personal and environmental factors that affect their participation. A total of 101 general teachers provided quantitative data, while eight children with intellectual impairments and their teachers and peers provided qualitative data. In the quantitative survey, no significant differences were observed between children with and those without intellectual disabilities regarding school absence, but a low similarity existed in their extent of participation. Children with intellectual disabilities engaged most frequently in life-skills and after-school activities and least frequently in social and volunteer activities. School participation was affected by the degree of disability and environmental variables. We derived two themes from qualitative research: (1) school participation of children with intellectual disabilities; and (2) factors associated with school participation of children with intellectual disabilities. The results suggest strategies that may promote the participation of children with intellectual disabilities in mainstream schools.

Disability-inclusive laws and policies - while not sufficient on their own to advance substantive equality - are an essential step that all countries can take to advance non-discrimination and equity in education for children and youth with disabilities. This is the first study to comprehensively review national law and policy guarantees in 193 countries to assess the extent to which countries have harmonized national laws and policies with international commitments to inclusive education articulated in the Convention on the Rights of Persons with Disabilities and the Sustainable Development Goals. While strong guarantees exist across diverse countries, we find that notable gaps remain. Forty-six percent of countries do not broadly prohibit disability-based discrimination through the completion of secondary education. Legislation in 35% of countries does not guarantee persons with disabilities access to integrated education in mainstream education environments along with necessary individualized accommodations through the completion of secondary school. Thirty-one percent of countries that make primary education compulsory do not pair compulsory education with guarantees to integration in mainstream education environments and individualized supports for students with disabilities. These findings can inform reforms in countries without national guarantees and bolster support for implementation in countries where strong legal guarantees to inclusive education already exist.

Inclusion of autistic pupils into mainstream schools is common practice and staff should have adequate knowledge on teaching and managing classroom behaviour. However, autism knowledge among teaching staff may be inconsistent. A mixed-methods design examined differences between school staff in autism knowledge, perceived barriers to inclusion and required support. 138 early years staff, school teachers and pupil support assistants took part. Knowledge and experience were assessed using Knowledge about Childhood Autism among Health Workers questionnaire (KCAHW; [Bakare, M. O., P. O. Ebigbo, A. O. Agomoh, and N. C. Menkiti. 2008. Knowledge about childhood autism among health workers (KCAHW) questionnaire: description, reliability and internal consistency. Clinical Practice and Epidemiology in Mental Health 4 (1): 17]). Qualitative measures addressed perceived barriers to inclusion and recommended supports. Significant differences in the knowledge of autism scores were shown.. Similar themes were identified across all staff, with five themes reflecting barriers to inclusion (Knowledge, Support, Training, Management of ASC features and Parent involvement) and four themes relating to required support (Individualising educational experience, Changes to learning spaces, Opportunities to learn about ASC and Communication). Government inclusion policy should take a whole school approach and consider staffs' actual and perceived barriers to inclusion of autistic children.

Inclusion of multilingual students-teachers' perceptions on language support models Ensuring the best possible support for multilingual students is a challenge for educational systems the world over. In Austria, new language support models, the so-called German language support classes (GLSC) and pull-out courses (POC), have been installed in the school year 2018/19. The new models offer language support in separate classrooms and have been strongly criticised since their implementation due to their segregative and assimilative character. This study aims to examine teachers' perceptions of language support models for multilingual students in Austria. For this purpose, a large-scale quantitative survey including 1,267 in-service teachers (mean age = 43.40) from eight of nine states in Austria was conducted. Results indicate that teachers perceive a segregated language learning setting more negative for the academic, social and emotional development of students compared to an inclusive one. Furthermore, they also experience that more resources are needed to adequately implement an inclusive learning environment for multilingual students.

In Malaysian secondary education, typically only academically able students with learning disabilities and acceptable behaviour join mainstream classrooms for full inclusion. Social participation at school is one key indicator of inclusive education outcomes. Most Malaysian mainstream classrooms group students into small fixed peer-seating groups. This group could represent one support for social participation available to students with learning disabilities (LD) in inclusion classrooms. However, nothing is currently known about the views and experiences of social participation from the perspective of Malaysian students with LD or about the support provided by their peer-seating group in mainstream classrooms. We investigated the social participation of four focal students with LD in two Malaysian inclusive secondary schools, using a qualitative multiple case study design. The peer-seating group played a prominent role in focal students' social participation. Several themes identified in the analysis revealed the peer-seating group's facilitation of social participation (i.e. close contact with peer-seating group; working together on tasks; free time together), but other themes identified obstacles (i.e. limited or absent friendship network). This study contributes to a better understanding of the school social participation experiences of Malaysian adolescents with LD.

This study investigated the self-concept of students with vision impairments who were placed in mainstream and specialist schools in South Australia. Self-Concept was studied across six dimensions, namely Physical, Moral, Personal, Family, Social and Academic Self-Concepts and the Total Self-Concept. The 'Tennessee Self-Concept Scale: Second Edition' was administered to 25 students with vision impairments (including low vision and blind students) who attended mainstream or specialist schools. Although most of the students with vision impairments obtained low scores on all dimensions of self-concept, namely physical, moral, personal, family, social and academic, there were some students who attended specialist schools and are blind that obtained normal scores in family, social and academic self-concepts. There were no significant differences between students with vision impairments that attended mainstream or specialist schools and between students with low vision and those who are blind across the six dimensions of self-concept and thus total self-concept. These findings have implications for mainstream teachers, special educators, support staff and a range of professionals in the education and special education sector in enabling a greater understanding of the self-concept achievement of the students with vision impairments that attended mainstream or specialist schools.

Purpose: This comparative study explored the perceptions of educational stakeholders in Oman and the Philippines concerning children with disabilities and the goals of special education. Stakeholders' perspectives can influence their professional behaviours and attitudes, which, in turn, can profoundly impact children with disabilities who already face numerous challenges. Hence, comprehending the viewpoints of these stakeholders is vital for fostering socially just education for individuals with disabilities. Design/methodology/approach: This study employed a qualitative comparative case study approach with a horizontal comparison strategy, and both convenience and purposeful sampling techniques were used for participant selection. The study involved 53 participants from both countries, including policymakers, teacher educators, in-service teachers and student teachers from general and special education domains. Data were gathered through individual interviews and themes were subsequently discerned via data analysis. Findings: Despite the different cultural and historical contexts and distinct roles of stakeholders in both countries, the results indicate more parallels than disparities in their perceptions. The primary congruence underscored in this research was imperative to critically assess the language and ideology surrounding the goals of special education, such as mainstreaming and normalisation. Originality/value: Although numerous studies have probed the perceptions of various educational stakeholders concerning children with disabilities and educational goals, there is limited research that encompasses the perspectives of the seven distinct stakeholder groups. The consistency of language usage across both countries and among all stakeholders underscores the need for a rigorous cross-country examination involving all educational participants.

One hundred and eighty ethnic minority students studying in Hong Kong mainstream schools were found to value "knowledge," "activities," "practice," "product," "inquiry," "process," "feedback," and "technology" in their mathematics learning. To identify these values, a mixed methods approach was adopted, using a values questionnaire as a lens to identify what students find important in mathematics learning, and followed by semi-structured focus group interviews for details and verification. The data also revealed that ethnic minority students valued "activities" and "practice" more than their ethnic Chinese peers. Implications for research and instructional practice are offered.

Previous studies reported that a substantial number of students with autism spectrum disorder (ASD) encounter challenges in mathematics as they advance through their education. The present study evaluates the mathematical competence of 17 students diagnosed with ASD who were recruited from first through fourth grades in 12 different mainstream schools. The results were compared with those from other 17 students without ASD, matched one-to-one by sex and school (grade and classroom). In general, the students with ASD in this study exhibited greater difficulties in mathematics than their peers without ASD. These difficulties were particularly noticeable in fourth graders, although they could be observed earlier in informal skills. Many students with ASD in the sample struggled with informal calculation and concepts, as well as with all formal categories considered, particularly calculation and concepts. These findings may be relevant for early teaching interventions and for the development of future mathematical learning supports for students with ASD.

The majority of autistic students experience numerous difficulties at school, which may contribute to frequent moves between mainstream schools. Despite this, no studies have examined the reasons why autistic students are making non-essential mainstream school moves. The aim of this study was to explore the experiences which led parents to consider moving their child between mainstream schools and the decision-making processes in choosing whether to stay or leave. Semi-structured interviews were conducted with 10 parents. Thematic analysis generated three major themes: (1) Parents' increasing concerns around their child's school placement, (2) Choosing to stay or leave, and (3) Living with the choice to leave. Parents identified that problems leading to consideration of leaving were largely systemic, highlighting the interaction between push (to leave) and pull (to stay) factors which differed in their intensity across time and personal circumstances. The role of school principals, as well as the parents' feelings of undermined agency and advocacy, also influenced the decision-making process. This study found that parents' decision-making around moving their child to another mainstream school is a complicated process; however, the results indicate that there are multiple opportunities for intervention from schools and education departments to prevent a move from occurring.

Parallel support is a Greek type of special education provision aiming at providing additional support to students identified with special educational needs and/or disability in mainstream classrooms. Drawing from quantitative data for the school-year 2018-2019 this paper presents findings on certain characteristics of primary and pre-primary teachers who work in parallel support including gender, educational qualifications, teaching experience and further certifications in braille and/or sign language. In so doing, the paper analyses several shortcomings regarding the staffing of parallel support, especially in relation to teachers' qualifications and teaching experience. Additionally, it reports data on the recruitment procedures of teachers revealing significant delays in the hiring of teachers who work in parallel support. Finally, the paper discusses how the current educational policy creates structural barriers that hinder the educational inclusion of students with special educational needs and/or disability.

Background: Over recent decades, teacher aides (TAs) have had an increasing presence in mainstream classrooms internationally, providing vital support to students and teachers on a daily basis. Although the evolution of the role has given rise to many implicit and explicit shifts in TAs' responsibilities, opportunities for TAs to develop and shape their own identities within school contexts remain limited. Purpose: Set in Australia, our study responds to calls for TAs to be afforded 'a voice' to contribute to the improvement of the teaching pedagogy used in their schools. We sought to investigate TAs' perspectives on their school's pedagogical framework, based on the TAs' lived experiences of carrying out their roles in the classroom. Methods: A total of 23 TAs from a primary school in Queensland completed an online survey, which included questions that invited the TAs' views on the main approaches and strategies embedded in the school's pedagogical framework, and their reflections about the strengths and challenges of using it. Descriptive statistics were produced from the survey data and open responses were analysed qualitatively. Findings: The analysis suggested that the TAs felt they had good knowledge and understanding of the teaching pedagogy and were confident and supportive of its use in the school. Participants cited student self-confidence in their learning, and improved academic results for children with diverse learning needs and those working beyond year-level expectations, as key strengths of the pedagogy. However, time constraints and student behaviour were seen as challenges to the success of the teaching pedagogy. Conclusions: Whilst these findings are focused on one school, understanding TAs' perspectives on their school's teaching pedagogy as they go about their classroom work offers a starting point for further study into an important but insufficiently explored area of research. It highlights the need for TAs to be included as valued partners in their schools' pedagogical journeys.

African students studying abroad and returning home to conduct research face several challenges. The purpose of this article is to describe the dilemma of a Kenyan student conducting research in Kenya, for her Australian-based doctoral studies in inclusive education. The research explored instructional strategies and Indigenous knowleges used by teachers to support students with disabilities in classrooms. The student had to negotiate positionality as an insider and outsider. This paper contributes to the literature on the experiences of African doctoral students returning home from Western universities to conduct research. It also contributes to knowledge of the positionalities of a researcher and also to the growing literature on methods of conducting research in education. This article also adds to the literature on the use of Indigenous methodologies in research in education. I explain how I transitioned from insider to outsider and vice versa during conversations.

Although gender mainstreaming in science, engineering, and technology education has continued to receive research attention, not much has been done in architecture. This study investigated the interaction patterns in architectural design studios and classrooms in the Nigerian university context to suggest how gender mainstreaming can be achieved in architecture education. Twelve Architecture Lecturers and 837 students drawn from three universities in Southern Nigeria were involved in this research. The data were collected via studio and classroom observations using a modified Flanders Interaction Analysis Categories and questionnaire and analysed using descriptive statistics, analysis of variance, and Scheffe's pairwise comparison. The results revealed that the competitive pre-dominated the cooperative interaction pattern but the female group was better in the cooperative pattern than the male group who did better with the competitive pattern. Gender was identified as the main factor influencing the predominant interaction pattern in architectural design studios and lecture rooms investigated. The study implies that for a successful gender mainstreaming in architectural education, effective integration of both the cooperative and competitive interaction patterns with the former dominating over the latter is required in architecture studios and lecture rooms in Nigeria and other countries with similar experiences.

The incorporation of mental well-being provision into school curricula is increasingly the focus of government policy in the UK and internationally. However, it is not clear what well-being programmes schools provide to pupils, and how these programmes are delivered. The current study was an online survey to assess the use of whole-school well-being programmes in primary schools in North Wales. Normalisation Process Theory was utilised as a framework to assess normalisation of the well-being programmes. One-hundred and fifty-one schools in North Wales responded to the survey. The mean number of whole-school well-being programmes utilised by schools was 4.59, and nine of the 10 most frequently used programmes had little or no associated evidence base. The well-being programmes were generally perceived as normalised (i.e. everyday practice) by respondents. Implications for future practice are discussed, including the need to support schools to identify and implement evidence-based mental well-being provision.

The Good Behavior Game (GBG) is a classroom management strategy that consistently demonstrates its ability to promote positive behaviors and peer relations among students, with immediate and long-term benefits. This scoping review aimed to provide an overview of peer-reviewed research on the GBG specifically focused on students with special educational needs (SEN) in mainstream education settings. Following a systematic search-and-selection procedure, 30 studies were included, 26 with an experimental design and 4 with a qualitative/mixed-methods design. SEN participants were mainly subgroups of students with baseline assessments of emotional-behavioral difficulties; there was, however, substantial clinical and methodological heterogeneity across studies. Integrative findings from quantitative and qualitative studies indicate that the GBG benefits most students with SEN in mainstream settings, while results for students with severe socio-behavioral difficulties are ambiguous. We identified a paucity of research on students with neurodevelopmental diagnoses such as attention deficit hyperactivity disorder or autism spectrum disorder, as well as on the perspectives of students and teachers and challenges associated with the GBG for students with severe difficulties. Schools implementing the GBG should be aware that some students may need individual adaptations to participate in the GBG, and teachers may need support to implement these adaptations.

Despite a global commitment to guarantee access to and participation in high-quality education for all, the acceptance of marginalised pupils into mainstream education and changing policies and practices to support the aim are still contested challenges. This article discusses how inclusive education policy is understood and applied by pedagogues at the micro level in three different countries, Iceland, Finland and the Netherlands, focusing on tensions. A qualitative thematic analysis of 22 interviews with teachers, tutors and school directors reveals that an inclusive policy frame does not prevent pedagogues from favouring a normative 'centre'. Pupils' local language competence becomes crucial for in-/exclusion. In addition, we find more emphasis on inclusive actions at the micro level as a response to exclusive policies and settings. This comparative study highlights the interplay among policies, practices and pedagogues' beliefs and attitudes and how they affect one another in striving to achieve inclusive aims.

Objective: The purpose of this systematic review is to synthesise the available evidence of the impact of therapy dog-assisted interventions on the social and emotional wellbeing of students in mainstream school settings through the use of the biopsychosocial framework. Method: The PRISMA 2020 guidelines were followed, and the inclusion criteria included primary outcomes related to social and emotional wellbeing, such as social competencies and mental health. The studies included were conducted in mainstream educational settings, incorporated a therapy dog, provided a comparison or control group and were in English. The quality of the evidence was assessed with the Evidence Project Risk of Bias tool. Results: Of 405 studies identified, seven studies with sufficient rigour met the inclusion criteria of evidence to support the use of therapy dog-assisted interventions to improve social and emotional wellbeing within a school setting. Outcomes consisted of psychological, biological, and social variables contributing to overall wellbeing, such as improved self-perceptions, decreased cortisol levels and improvement in social behaviour and empathy. Conclusions: Findings suggest that therapy dog-assisted interventions can have a positive impact on social behaviours and reducing stress in a school setting; however, there is a need for more rigorous and current research investigating therapy dog-assisted social and emotional wellbeing interventions in mainstream educational settings.

Although the number of resource provision (RP) classrooms for the education of students with special educational needs and/or disabilities (SEND) in English mainstream schools has increased, very little is known about their functioning and impact. Through collaborative research, based on critical communicative methodology, this study aims to: (1) evaluate with the participants the effective practices and challenges in educating students with SEND in RP and mainstream classrooms, and (2) discuss the position of RP within the inclusion and exclusion debate. Reflective conversations, communicative focus groups and communicative observations were conducted with teachers, teaching assistants, mothers and students in three schools. Two different models were identified in the conceptualisation and practice of RP; either as a service to promote the education and inclusion of students with SEND in mainstream classroom/school, or as a space for specialised provision with opportunities for inclusion. These models reflect two different approaches in the education of these students, the rights- and the needs-based approach respectively. We argue that RP as inclusive service should be prioritised. However, flexibility in its conceptualisation and functioning, either as inclusive service or safe space, can positively contribute towards a realistic approach to inclusion combining human rights and individual diversity perspectives.

The study aimed to explore the challenges and potential benefits of online delivery in preparing pre-service teachers in the United Arab Emirates (UAE) for inclusive teaching. The study specifically examined their readiness to assist students with special educational needs (SEN) within the K-12 education system. It employed semi-structured interviews to comprehensively understand the perspectives and experiences of 11 pre-service teachers enrolled in an online teacher education programme. The findings revealed that the participants expressed significant concern about their preparedness to teach students with SEN. They expressed apprehension about the limited opportunities they had during their teacher education programme to learn about and interact with students with SEN. The findings also shed light on the gap between theory and practice, underscoring the importance of contemporary teacher education programmes in re-evaluating their curricula to address the emerging needs of both learners and teachers, specifically in the post-pandemic era of COVID-19. Lastly, the study provided implications for practice and suggested future research in this area.

Students with intellectual developmental disability (IDD) may have impairments in conceptual, social, and daily life areas that will require support when these students are included in mainstream settings. In order to examine the facilitators and impediments involved in inclusion of students with IDD in regular schools in Israel, we interviewed six parents of students with IDD who were enrolled in inclusive classes, five teachers of inclusive classes, one teaching assistant and two school principals. Analysis of the interview transcripts revealed the perceptions regarding the included students, by their parents and the school staff. The school staff perceived family involvement and the connection between them and the parents as the most important. Parents perceived the possibility of studying in an inclusive class as an opportunity for social integration and scholastic advancement. All the participants indicated the social aspect as crucial to the inclusion of students with IDD.

The English mass state education system, developing over 150 years, has created subsystems for children and young people who had difficulty in functioning at or beyond 'mainstream' schooling, or whose behaviour was deemed inappropriate. While many descriptions and labels proliferated in the education system, by 1981 children notionally had been categorised with 'special educational needs' (SEN) with disability added in 1995 (SEND) and/or were increasingly placed in what became alternative educational provisions (APs). By 2021, this dual subsystem was attempting to deal with around one and a half million children, a majority still in mainstream schooling in what was considered to be inclusion, others designated as 'high needs', mainly within (expensive) segregated special schools or units, and other children were subject to temporary or permanent exclusions from school. In March 2022, with a follow-up in 2023, the government, driven largely by financial considerations and a lack of oversight of existing provision, proposed that the expanding special educational needs and AP subsystems be formally linked. This article examines these emerging proposals through an historical lens, and considers what these may mean for teachers, associated professionals and the children.

Inclusion is an expectation of all mainstream schools across England yet research into strategies concerning how teachers and teaching assistants facilitate effective inclusive practice remains limited. This study explores the enactment of Florian and Black Hawkins (2011. "Exploring Inclusive Pedagogy." "British Educational Research Journal" 37 (5): 813-828) approach to inclusive pedagogy through the lens of teachers and teaching assistants working with children across year 4 within one primary school in London to redress this balance and identify any challenges they may encounter with this approach. Thematic analysis of semi-structured interviews revealed several key themes: whole-class approaches; emphasis on learners' capabilities; flexibility; commitment to ongoing professional development; diversity of needs; TA interventions; and ability-based tasks. While practitioners exemplified inclusive pedagogy on a regular basis it was difficult to implement in all aspects of classroom life, given the complex nature and diverse range of needs they encountered in mainstream classrooms. The importance of acknowledging individual needs was recognised and some key strategies to accommodate these without causing feelings of marginalisation were highlighted. Practitioners voiced positive experiences and placed great value on, working flexibly with one another to create welcoming environments for all children yet the effective deployment of TAs was not consistently realised.

Although inclusive education policies conflict with punitive discipline measures, inclusion in mainstream schools may coexist with or allow such exclusionary punitive discipline. In Latin America, however, there is scarce research on how punitive measures are distributed, and if and how they affect students with disabilities enrolled in regular school settings. The purpose of this study was to characterize the occurrence of punitive exclusionary practices among students with disabilities enrolled in mainstream schools. We analysed reports from a national sample of Chilean students (N = 447,697) and parents on the frequency of punitive exclusionary discipline practices to identify the contribution of individual, classroom and school factors to student exclusion from general education settings. Individual characteristics included different disability groups. Multilevel logistic regression results consistently showed that students with ADHD were more likely to receive disciplinary exclusions, both in primary and in high school, with an odds-ratio increase from 30% to nearly 150%, with higher rates for low-SES students with ADHD. These findings suggest that in Chile, student-level factors of gender, class and disability are strongly associated with exclusionary punitive discipline in schools. We discuss the intersectional dynamics of gender, class, race and disability in disciplinary processes of exclusion.

The study analyses variations in school well-being, social inclusion, and academic self-concept in a population of Norwegian children born with a physical disability (N = 311). Overall, the children reported positive experiences regarding their social and emotional inclusion in school but tended to have a more negative experience of their academic self-concept. About half of the sample received special education in segregated settings, either within ordinary schools or in special schools. These children were characterised by a negative academic self-concept, and struggled with gaining acceptance from their peers. Children of mothers with high scores on social capital felt more included in terms of well-being and social inclusion. Controlling for severity of condition and other socio-demographic factors, the degree of placement in ordinary school settings was by far the most important determinant. These negative influences must be acknowledged and weighed against the benefits in discussions on the continuation of segregation practices.