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This study clarifies the development process of inclusive education in England (London) with Disability Equality Training (DET) for non-disabled teachers and pupils. It focuses on the practices of graduates of special schools who are members of the Integration Alliance (IA), an organization of disabled people. The shift in education policy from segregation to integration in the 1970s and 1980s influenced the development of the inclusion movement among people with disabilities and their parents, some of whom joined the IA and have been campaigning together since the 1990s to end the segregation of children with disabilities. IA members provided DET to non-disabled teachers and pupils in mainstream schools to change their attitudes and practices towards inclusion. The training was delivered during Disability History Month or across the curriculum in each subject area. The training covered the history of discrimination, the concept of the 'social model' of disability, and the role of 'allies'. Through DET, non-disabled teachers and pupils were encouraged to raise awareness of issues of exclusion and to work together for inclusion. It is also found that inclusive education movements with non-disabled allies have been developed since the 1990s. Under the Labour government, the campaign grew and education policy shifted towards inclusive education. However, the current situation has deteriorated, and the IA's successor is still practicing DET in mainstream schools, as inclusive education requires the cooperation of non-disabled allies and the reform of mainstream schools. This paper concludes that raising non-disabled allies through DET and campaigning together was important in achieving inclusive education. It shows, in comparison to previous research, that DET has played an important role in the process of making allies for inclusive education.

This collaborative autoethnography (Bochner and Ellis, 2016) has created a space for three women academics from working-class heritage, navigating the liminal and temporal space of the COVID-19 pandemic within a post-1992 Higher Education Institution, to explore the social relations of one Higher Education Institution and confront their lived experiences. The stories shared in this paper are analysed through a 'care-less' (Rogers, 2017) lens, which asks the academy to recognise and confront the duplicity and self-glorification of policy and practice, that might be viewed as acts of normalising and supporting care-less cultures and behaviours. The paper raises questions about social justice, diversity and inclusion, the intersectionality of class and gender, and the inequity of the lived experiences from those who sit on the margins. The paper is the first collaborative writing project from a newly formed staff network of academics who come from working-class backgrounds, and we are intentional in our commitment to support each other as new researchers, giving agency in support of the other to find their voice.

This paper reviews existing policies related to anti-racism and anti-discrimination at five major universities in Canada and assesses the equity initiatives undertaken by university authorities to promote greater access and inclusion of different ethnic minority groups. The study is based on secondary data sources. Therefore, policy papers, documents, study reports available in those universities, government policy and legislation, journals, and similar were consulted to construct the piece. Findings reveal that although the universities have some sort of antiracism and anti-discrimination policies to combat racism and discrimination in their educational setting, they face challenges or limitations in adopting holistic and inclusive measures for the different ethnic and diverse minority groups studying there. The study argued for promoting discussions and responses to specific policies, programmes, and practices, including behaviours and attitudes in the institutional and professional contexts, for combating racism and discrimination. The findings may be helpful for academics, policymakers, and administrators to develop their understanding of institutional racism, identify challenges, and adopt policy measures to address it.

This paper identifies and considers issues of perspective taking and communicative agency in applying Jürgen Habermas's discourse theory to policymaking in educational settings. The central question is whether Habermas provides an epistemic framework that supports reciprocal and sincere expressions of the views and interests of individuals in a heterogeneous society. Examining this question leads to a discussion of "practical discourse" in light of a willingness of participants to reach mutual understanding and agreement, and the centrality of perspective taking and communicative agency in such discourses. Also examined is a conceptualization of "application discourses," the implications of such discourses for perspective taking and communicative agency, and the role these discourses might play in further assuring the overall inclusivity and context sensitivity of applying education policies in specific circumstances. The paper then gives a brief re-analysis of an empirical study that used Habermas's concept of the "ideal speech situation" as a normative framework for interpreting data. The re-analysis means to illustrate the practical value of practical discourse for guiding and assessing educational policymaking. The paper ends with a short justification of the necessity of attending to perspective taking and communicative agency when viewing education as a basic human right.

Academia has been dominated by European/settler ways of knowing while denying the existence and validity of Indigenous epistemologies, science, and philosophies. Post-secondary structures were not built to be inclusive spaces, they were built without Indigenous voices or considerations and often housed individuals and departments who have perpetuated research harms towards Indigenous peoples. These spaces have been and remain a place of privilege where few Indigenous knowledge holders manage to become established. In this article, calls for action to transform academia into an inclusive space through ongoing conversations on the Truth and Reconciliation Commission (TRC) report and the widespread theme of taking on Equity, Diversity, and Inclusion (EDI) conversations will be examined. Without conversations around tools and ideas about practical steps to take in our daily work navigating academic spaces, we maintain colonial structures by being complicit and avoid the question of where the Indigenous voices are found in these spaces. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

The purpose of this paper is to review peer-mediated interventions (PMI) as an effective teaching strategy in supporting the academic achievement of students diagnosed with autism spectrum disorder (ASD) and additional learning needs. Using a systematic review of the literature, eleven (11) peer-reviewed articles met the criteria for inclusion. Results of this search identified four models of PMI that were used to promote on-task academic achievement and increases in correct academic responding. This paper concludes with suggestions for future research and recommendations for implementing peer-mediated interventions in larger inclusive secondary classroom settings.

Technology is here to stay and transfer our entire lives, including modes of communication and education. Its deep impact on our educational lives during the COVID-19 pandemic which forced education everywhere to go online cannot be denied. Technology-Mediated Language Learning (TMLL) otherwise known as Computer- Assisted Language Learning (CALL) in its various realizations (online and offline) has been a common, but limited, practice in many educational encounters for a few decades. Its recent, more widespread use on a global scale has brought to the fore less-attended but thornier issues such as social justice. This paper takes social justice in TMLL as the starting point and attempts to outline social (in)justice issues addressed in published papers on this topic from 2015 to 2023 (4 years before the pandemic up to now). To this end, relevant articles (following the inclusion/exclusion criteria) were identified (N = 16) and examined meticulously in terms of utilized data collection tools, social justice issues addressed, as well as theoretical and pedagogical implications. The review uncovers that more attention has been drawn to social justice issues in online classes after the pandemic compared to the pre-pandemic period. The studies further signify the prominent role of language teachers in promoting social justice, highlight the widening digital gap between learners, and bring to spotlight hegemonies and governing power influencing social media content.

Extracurricular activities (ECAs) and their impact on student employability has become a focus of the higher education sector, with a recent emphasis on experiences such as global exchange and skill acquisition that prepares graduates for the workforce. Despite the initiatives and effort put into supporting the general student population, students with disabilities are underrepresented in these opportunities. This causes such students to have less access to employability opportunities that set them apart from their peers and leads to a distinct disadvantage when seeking to enter the workforce. The literature suggests that there are various benefits of participating in extracurricular activities for university students, including some literature about students with disabilities. However, there is a distinct lack of focus on how the scarcity of support for participation in these programs fails to address equality and discrimination legal obligations, as well as the failure of disability specific initiatives to include these activities as essential to their core mission. This paper aims to examine how Australian University strategic plans addressing disability inclusion and supports for students with disabilities extend to the extracurricular space, and what more can be done to include these students in all aspects of campus life. Through a search and policy analysis of University Strategic Plans, Disability Action Plans, and scholarships for students with disabilities to participate in extracurricular activities, it was revealed that this issue is not being sufficiently addressed through university strategic responses to disability inclusion. This paper provides practitioners and universities with recommendations to improve their compliance with antidiscrimination measures and address this deficit to improve student outcomes.

At the university level, mental health and mental illness education is still limited to clinical disciplines. However, Post COVID-19 mental health issues have become an epidemic that the university cannot ignore. Left alone to clinical disciplines, mental health issues appear as a health disturbance instead of a daily process of internal negotiations in need of acceptance and promotion. Indeed, the normalization of mental health can lead students to seek the required help with no fear of diagnosis stigma. By interviewing students and faculty about their mental health journey during COVID and Post-COVID 19, this paper proposes different spaces where the normalization of mental health can be integrated easily within Higher Education. One of the spaces alluded to in the paper is an inclusive language that incorporates neurodiversity mental illness. However, the main purpose of this focuses on intrapersonal conflict as a discursive space where teaching can become mindful.

This paper offers guidance for policymakers and institutions keen on embracing Open Educational Practices within their mentorship strategies, advocating for co-creation and collaboration as foundational principles, to promote a wide range of open practices to foster transparency, inclusivity, creativeness, innovation and collaboration in academic mentorship. This conceptual paper explores the transformative potential of Open Educational Practices in the context of academic mentorship, which is per-se an open practice. We have adopted an integrative approach for our literature review, which is a non-systematic model, to help us to mitigate algorithmic biases presented in scholarly databases, for analysing and discussing literature, alongside the review of case studies to explore the intersection of open practices and mentorship in academia. We aim to highlight the profound impact mentorship has on professional development, knowledge dissemination, and collaborative learning. Drawing on a diverse selection of literature and case studies reflecting mentorship programmes both formally and informally in academic contexts, this paper provides concrete examples from practice of how Open Educational Practices can be seamlessly integrated into formal and informal academic mentorship as a driver to enhance knowledge sharing, foster inclusivity, and bolster the quality of mentorship relationships.

This paper combines inclusive teaching, cultural humility, and Universal Design for Learning to contextualize the creation and evaluation of human services courses designed collaboratively with students. The collaborative course design was completed in two undergraduate classes with a combined total of 27 student participants. The paper provides reflection of instructor choices in implementing the collaboratively designed courses. Quantitative and qualitative feedback from students is provided and it suggests this activity increased the students' sense of power in the classroom and enhanced feelings of community and collaboration. The instructor's critical analysis identifies the benefits of promoting student autonomy, a sense of community, and active learning norms. These benefits were evident, even with the challenges of utilizing significant class time to complete the activity and socializing students to accept the power to make meaningful choices.

At the 2016 TASH Conference in St. Louis, a research colloquium was held that focused on the state of selected life-span services for people with severe disabilities. Topics addressed by leading experts in the field included inclusion, teaching academic skills, family support, challenging behavior, supported employment, and voting. This article summarizes the information presenters shared at the colloquium. The presenters prepared a short response with a minimum number of citations based on the material they presented, which focused on the description of the practice, extent to which practices are implemented, challenges to implementing the practice, and recommended practices. Although all contributors suggested that much progress has been made, they concurred that there is still much to do in serving people with severe disabilities and their families.

This conceptual paper aims to review some commonalities between two paradigms: Global Englishes and translanguaging. It does so by considering the postcolonial varieties of English, the challenge of native speakerism ideology and the inclusion of multiple discursive practices in classroom discourse. This paper argues that both paradigms should be recognised and incorporated into current English language education. It further asserts the need to regard the two paradigms as complementary but possibly conflated in future English language education. If the notion of Global Englishes aims to incorporate some issues in English language education, including linguistic imperialism, language policy and planning, translanguaging brings that aspiration into classroom discourse. Both policy makers and language practitioners should recognise the commonalities of Global Englishes and translanguaging to be conflated in current English language education. This paper discusses some proposals for how these two paradigms can be incorporated into English language education from the perspectives of (1) critical pedagogy in applied linguistics and (2) decolonising pedagogy for the inclusion of minority/indigenous languages in language education. This paper concludes that English language education, as well as language education in general, has the multilingual and translinguistic opportunity to promote diversity and inclusion of language use. The field of teaching English as a second/foreign/additional language should address the need for diversity and inclusion in language education from the perspective of Global Englishes and translanguaging not as lip service but by implementing these proposals into practice.

The popular discourse of democratic education is home to numerous myths surrounding our conceptions of what inclusion means in today’s schools. Certain beliefs like the idea that offering equal opportunities for participation to all students regardless of individual need, which conflates equality and equity, or that democracy in classrooms involves nothing more than limitless inclusion are upheld as go-to solutions for the inevitable dilemmas for educators committed to inclusion. This paper argues that philosophical clarification of the concept of inclusion is urgently required by teachers, policy makers, and theorists of education committed to both democracy in education and democratic education. Our most urgent concern is related to the inherent attitude toward deficit implied by different understandings of inclusion. This is not necessarily due to the unclarities and ambiguities associated with the concept itself, but rather reflect the calculated and anticipatory way educators tend to approach classroom practice. We argue that with careful philosophical clarification, along with an entirely new stance on the part of teachers regarding their pedagogical practice and a reconceptualized notion of student ‘needs’, the concept of inclusion can continue to remain not only useful but essential to creating a robust democratic community in the classroom.

Amidst this era of rapid technological advancement, the impact of White dominance in STEM causes inequity throughout the design, implementation, and function of modern technologies. Evidence of this includes AI systems that perpetuate racial and gender biases, medical devices that are incompatible with non-White medical needs, and hiring algorithms that prioritize the White male experience. Though not a panacea, greater representation of traditionally marginalized groups in the STEM workforce will help reduce and safeguard against digital racism, sexism, and ableism. Advocates of greater representation in STEM fields suggest that makerspace pedagogy and design that is rooted in equity and inclusivity can attract students from traditionally marginalized groups and make STEM more accessible and welcoming to all. To this end, this paper proposes a modification of the TPACK theoretical framework (Koehler and Mishra in Contemp Issues Tech Teach Educ 9(1):60-70, 2009) that centers knowledge of technological and inclusive practices in Makerspaces, giving rise to the Maker Technology, Pedagogy, Inclusion, and Content Knowledge (MakerTPICK) theoretical framework. Additionally, this paper presents the Makerspace Planning, Implementation, Establishment, and Reassessment (PIER) conceptual framework. This framework outlines the process for makerspace leaders to create and sustain an inclusive makerspace through the MakerTPICK framework, be they teachers in a school setting or makerspace coordinators outside of the field of K-12 education. The paper describes future implications for these frameworks in terms of practical applications for makerspaces and applied to research settings.

This paper discusses the findings of two studies that critically analysed teachers' perspectives on the operation of the standards and inclusion agenda in primary schools in England. The studies were carried out in 2010-2011 and 2019, respectively. Through the application of Q methodology, the paper examines whether teachers' perspectives of standards and inclusion have changed over time. Analysis of the data strongly suggests that teachers have experienced significant difficulties including children with SEND while at the same time trying to operationalise the objectives of the standards agenda. The research concludes that there needs to be a focus on developing effective strategies to include children with SEND within the hostile environment of the standards agenda. Within such an environment it is suggested that focus needs to move away from concentrating on 'children with SEND having difficulties' to the creation of inclusive educational settings which welcome all learners. In addition, it is argued that Statutory Assessment Tests (SATs) should also be revised to consider the needs of all learners.

This paper outlines a conceptual framework for enacting relational pedagogy. Commencing with a description of a relational ontology that can work to provide the foundation for engaged and participatory enactments of teaching and learning, the paper moves to consider the "dynamics" that support inclusive modes of education and the "dimensions" of relational pedagogical encounters. In particular, the pedagogical encounter is examined with a view to illuminating how the ontological and epistemological dynamics and dimensions of relational pedagogy open opportunities for inclusive and participatory modes of teaching and learning. In addition, the practical implications of pedagogical informality are considered, including the in-the-moment immediacy inherent to the relational encounter and concomitant enactments of the pedagogical exchange. In doing so, we argue for a relational pedagogy that widens the possibility for meaningful engagement with young people through pedagogical enactments that build upon the inter-relationality of teachers and students.

This paper presents the results of thirty-seven interviews of senior library leaders at American Association of University (AAU) institutions conducted in Spring 2023. The author replicated a 2016 study from "portal," revealing an increased focus on strategic plan-based decision-making along with new priorities of open scholarship and diversity, equity, and inclusion (DEI). The COVID-19 pandemic had a drastic impact on staffing and budgets, requiring academic library leaders to balance internal operations and external collaboration. A younger, more diverse AAU library leadership population achieves success through strong advocacy to campus leadership and the inclusive leadership practices outlined in this paper.

This paper examines the context of school exclusion in Northern Ireland. In doing so, we explore the political economy of exclusion, focusing in particular on the intersection of perspectives between four key stakeholder groups: principals (n = 7) and teachers (n = 31) in mainstream schools, representatives from an official education body (n = 8), and staff from Education Other Than at School (EOTAS) Centres (n = 4) who provide alternative education for young people who have been permanently excluded from mainstream schools or who have social, emotional, behavioural and well-being needs that cannot be met in mainstream schools. The study used qualitative data from individual and small group interviews and focus groups with the stakeholders mentioned above. School exclusion has been under-researched in Northern Ireland and this paper addresses this gap. Additionally, official exclusion data point to relatively low levels of temporary and permanent exclusions compared with the other jurisdictions of the UK, though why this is so remains unclear. The analysis draws attention to the use and prevalence of informal or unofficial school exclusions; claims of limited official support for schools; restricted collaboration between mainstream schools and alternative education; and a general consensus around limited resources to support pupils at risk and to train teachers.

This paper explores the use of Critical Communicative Methodology (CCM) as a collaborative research approach to co-construct knowledge with participants in a research project aimed to enhance the inclusion of students with special educational needs and/or disabilities (SEND) in three mainstream schools in England. The paper discusses how collaboration between researchers and research participants (i.e. school staff, parents and students), based on egalitarian dialogue, created knowledge co-construction through the use of reflective conversations, communicative focus groups and communicative observations. By describing the design of the project and reflecting on the decisions taken with the participants, the paper highlights how CCM supported the researchers and the participants in reconsidering their assumptions towards inclusive practices. The paper also shows how the generation of qualitative findings with the participants led to the co-creation of a toolkit to improve the services schools provide to students with SEND and their families. The main ethical issues, the unique role of CCM, and challenges in its implementation are discussed. It is concluded that CCM can enhance inclusive practices in an inclusive way based on egalitarian dialogue between academic- and practice-based knowledge co-construction.

In contexts where schooling is delivered through a language of instruction (LoI) that is unfamiliar to learners, it has repeatedly been observed that students are reluctant to speak, passive, or even silent. This is commonly attributed to lack of understanding of the language in use in the classroom. Although this is, undoubtedly, an important part of the explanation, this paper presents findings from a thematic analysis of lesson observations, interviews, and ethnographic field-notes from two secondary schools in Tanzania to argue that we should also be paying much closer attention to the socio-emotional environment. Specifically, this paper demonstrates the prevalence of feelings of fear and shame in students' experiences of learning and how these emotions contributed to students' silence. However, it also shows that the impact of these emotions was not the same for all students. Informal classroom 'rules' were found to govern how different groups of students were expected to behave in response to questions from teachers, meaning that the risks of speaking English were greater for some students than others. As such, the prevalence of fear and shame is argued to compound existing inequalities amongst students, thus hindering progress towards equitable, inclusive and safe education for all.

The Eurocentric canon remains the predominant focus of music education often excluding the role of music and experiences of Black individuals and people of color. This singular perspective creates an incomplete and inaccurate understanding of the comprehensive nature of music and the humans who create, perform, and engage with it. In this article, the author shares her experience as a Black music educator and her aspirations for a music profession that incorporates the full range of human music engagement and expression. The paper begins with a reflection on W.E.B. DuBois's double consciousness followed by an exploration of the nuances, complexities, contradictions, and beauty of being a Black educator in a primarily white field. Subsequently, the essay presents four conceptual principles for a reimagined, inclusive music education approach, drawing inspiration from Sylvia Wynter's "new science of the Word." These principles advocate retelling the music education narrative to incorporate historically marginalized voices, reorienting music education to be human-centered, embracing interdisciplinary approaches to view music teaching and learning, and acknowledging the power of music in uplifting the human condition. Finally, this paper proposes a pathway for reconciling diverse identities prevalent in American culture with music education and academia.

This paper analyzes how language is framed as a route to full inclusion, particularly for unaccompanied asylum-seeking students labelled as disabled. It is based on a qualitative study carried out in the Italian city of Rome, which, although cosmopolitan, is often characterised by nationalistic political landscapes. The manuscript reveals how institutional biases (re: race, ability, and migration) about unaccompanied forced migrant youth, often manifested in their construction as disabled and foreign by local professionals, hinder the likelihood that they successfully participate in the life of the host society. The paper also shows how the inclusion of migrant and refugee students living in foster care homes is conceptualised as a violent integration into monolingual and monocultural education settings. Drawing on Disability Critical Race Studies and Raciolinguistics, this contribution analyzes how unaccompanied forced migrant students respond to their linguistic urgency, learn power majority languages, and simultaneously devalue their home language to perform the 'good (im)migrant.' Lastly, the contribution shows how processes of racialization of disabled unaccompanied asylum-seeking and refugee students influence how western communities perceive their linguistic capacity and effort.