Search

In this article, education policy is analyzed from a welfare state perspective. The aim is to Analise the significance attributed to social-inclusive aspects of education in contemporary education policies of the Nordic countries, and the extent to which education is regarded as an element in welfare policies. Four aspects are addressed: (1) access to education and measures to prevent social exclusion of young people, (2) comprehensiveness of education in terms of public/private, integration/segregation of e.g. minority children and children with special needs, (3) emphasis on democratic values and participation, (4) the importance of community and equality versus a focus on the individual. It is concluded that it is still justified to speak of the five Nordic countries as a rather distinct group. However, social-inclusive policies have also clearly been reformulated and delimited, related to a strengthening of the economic-utilitarian functions of education and a weakening of central education governance. (Contains 2 tables and 9 notes.)

In her recent pamphlet "Special Educational Needs: a new look (2005)," Mary Warnock has called for a radical review of special needs education and a substantial reconsideration of the assumptions upon which the current educational framework is based. The latter, she maintains, is hindered by a contradiction between the intention to treat all learners as the same and that of responding adequately to the needs arising from their individual differences. The tension highlighted by Warnock, which is central to the debate in special and inclusive education, is also referred to as the dilemma of difference. This consists in the seemingly unavoidable choice between, on the one hand, identifying children's differences in order to provide for them differentially, with the risk of labelling and dividing, and, on the other, accentuating the sameness and offering common provision, with the risk of not making available what is relevant to, and needed by, individual children. In this paper, I argue that the capability approach developed by Amartya Sen provides an innovative and important perspective for re-examining the dilemma of difference in significant ways. In particular, I maintain that reconceptualising disability and special needs through the capability approach makes possible the overcoming of the tension at the core of the dilemma of difference, whilst at the same time inscribing the debate within an ethical, normative framework based upon justice and equality.

The problem of exclusivity figures large in education. How can we educate to deconstruct exclusivity and invent inclusivity? This article asserts that an unexamined veneration for the "objective" academic voice is at least partly responsible for the strong tendency to exclusivity, while suggesting that the subjective voice of storytelling can foster inclusivity through its engagement of the imagination and the emotions. In particular, I invite consideration of the problems of objectivity/subjectivity and the importance of the imagination; the concept of the "enemy's gospel" (any redemptive storytelling that allows us to enter the other's--the possible or actual enemy's--space in order to better know both the enemy and the emerging self); my own narrative as it explores these questions of exclusivity/inclusivity; and the redemptive iconoclasm of one illustrative novel, Uncle Tom's Cabin. The intention is to ask curriculum leaders and students to engage in acts of the moral imagination to deconstruct exclusivity, invent inclusion, and re-envision what it means to be human.

Discourse about, and the preparation of teachers regarding, the inclusion of all students has been lacking in Latin America broadly, including Chile. The purpose of this study was to examine the perspectives of physical education teacher education (PETE) faculty members and undergraduate students on inclusion and social justice in Chile. Grounded in social constructionism, the research design of this qualitative inquiry was descriptive multiple case study. The 16 participants were PETE faculty—that is, two assistant professors and one adjunct faculty member (n = 3) and three heads of programs (n = 3)—as well as undergraduate students (n = 10) across three PETE programs in Chile. The primary data sources were 12 individual semistructured interviews with heads of the program and faculty and three focus group interviews with undergraduate students across programs. The qualitative data were analyzed using thematic analysis to draw on different themes capturing the perspectives on inclusion and social justice within the Chilean physical education curriculum. Findings were presented through themes and subthemes across PETE programs. Three major discussion themes are presented: (a) disability framed within a deficit model, (b) inclusion as an adapted pedagogical practice, and (c) inclusion as a rights-based model for equality of opportunities. We conclude, analytically, that a lack of critical critique of the deficit model of disability, adapted pedagogical practices alone, and sameness manifests forms of marginalization to students with disabilities in physical education. [ABSTRACT FROM AUTHOR]

A common theme across these special issue articles is the call for collaboration between advertising practitioners and scholars to facilitate social change through inclusive advertising. The expansion and contestation of various social and cultural norms across identity categories such as race, gender, sexuality, physicality, and ability underscores the need for inclusive advertising that can reflect today's demographically diverse market and resonate with underrepresented consumer communities (Licsandru and Cui [9]). At the same time, recent industry surveys suggest that almost half of the interviewed U.S. consumers (42%) strongly care about inclusivity in advertising and may boycott brands that fail to represent diversity (Statista [20]). The study reveals that the increase in donor feelings of social connectedness to the advertising protagonist rather than the feelings of moral elevation and empathy for out-group recipients explains the effectiveness of benefactor-focused charity advertising for out-group recipients. [Extracted from the article]

Ethnocentric models of disability have resulted in an ontology that rarely embraces the cultural nuances and social structures of specific countries. There have been increasing calls from scholars to expand understandings of disability beyond this hegemonic focus and develop new ways to do culturally specific and respectful inclusive work. Utilizing a novel methodological approach based on Paulo Freire's "Pedagogy of the Oppressed", we problematized past research and the current knowledge landscape of inclusive physical education (PE) in Japan. We identified that PE teachers were constantly "Grappling with Conflict" regarding their intrinsic desire to include disabled students in PE, and the cultural, institutional demands that instructed them how to teach. We drew upon numerous holistic, cultural, and Globally Eastern philosophies of thought to interpret these findings. Through reinterpreting past research, we developed a future research agenda for improving inclusive PE in Japan to support teachers and students through cultural praxis. [ABSTRACT FROM AUTHOR]

This study explores the practices, experiences and challenges of teachers in using differentiated instruction (DI) in an inclusion setting through a qualitative research design which involved interviewing 17 participants, including 12 certified teachers and 5 paraprofessionals. Data were analyzed using thematic analysis to identify key themes and insights. Themes for DI as practiced by the teachers and other teaching personnel emerge such as strategies for optimizing learning outcomes that includes clustered subthemes of hands-on learning, art integration, project based learning and low floor high ceiling, implementation of the What I Need (WIN) time program that includes sub themes on different learning stations and small groups based on learners' abilities and offering multiple learning pathways. Teachers' experiences in using DI shows varying themes on their perceptions on DI and WIN time program, recurring theme of implementation of DI and their experiential insights on DI. Teachers report mixed experiences on DI with most valuing its impact and significantly enhancing student engagement and learning outcomes when implemented effectively but with some finding DI overwhelming and challenging due to time constraints and varied learners' needs. Themes that emerge as teachers face challenges in using DI are the limited time for planning and preparation, ineffective time management and implementation and issues on class management. In resolving such challenges, solutions based themes emerge such as setting expectations, reassignment of small groups, enhancing instructional engagement, collaborative teaching and team support and continuing professional development and training. These findings provided implications for practice for refining differentiated instruction practices within inclusive classrooms. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study critically examines the use of Information and Communication Technology (ICT) in supporting the education of students with Special Educational Needs and Disabilities (SEND) in primary settings, with a focus on its pedagogical implications. Acknowledging the evolving nature of technology, this research highlights its dual potential to enhance and challenge inclusive educational practices. Using a qualitative research design, semi-structured interviews were conducted with 12 practitioners, including seven teachers and five Special Educational Needs Coordinators (SENCOs) from primary schools in Greater London, UK. Reflexive thematic analysis revealed that while ICT is valued for its engaging, gamified, and interactive features, its integration is hindered by insufficient guidance, infrastructure limitations, and financial constraints. Additionally, emotional affordances and gamification were identified as key drivers of student motivation, though concerns were raised regarding over-reliance and distraction. The findings emphasise the need to align ICT affordances with pedagogical strategies to foster self-regulation and responsible digital engagement, thereby contributing to inclusive and effective learning environments. This study underscores the importance of reflective pedagogical approaches and resource allocation to ensure equitable and impactful ICT integration in SEND education. [ABSTRACT FROM AUTHOR]

Educational policies tend to be shaped by the interaction of sociohistorical contexts with global forces, for which the issues of diversity and inclusion in music education are particularly complex. This study examines how inclusivity is conceptualised in the field of music education in both Luxembourg and Japan. Reviewing the historical construction and distinctive characteristics of national music education systems, we analyse how the notion of inclusive music education is understoood, and identify current opportunities and obstacles towards full inclusion of diverse students. The study applies the analytical frameworks of (i) global influences and isomorphism, (ii) historical institutionalism, and (iii) Göransson and Nilholm’s typology of inclusive education. Based on analyses of curricula and policies, and interviews with (music) teachers in schools and organisations, we determined that unequal access to music education remains, and standardised approaches often hinder participation of diverse students while cross-sector partnerships offer new opportunities for inclusion. [ABSTRACT FROM AUTHOR]

This bibliometric study analyzes the scientific production on the educational response of institutions to families with children with special educational needs (SEN) during the COVID-19 pandemic. The research identifies emerging trends and distinctive characteristics, providing a foundation for improving strategies in schools. The analysis reveals an increase in publications from 2020 to 2023, peaking at 24 articles in 2022. A total of 246 researchers participated, with Castro-Kemp S and McIntyre LL standing out for their productivity and citations. Institutions such as UCL and the University of Oregon led in publications, while the University of California, Santa Barbara, topped the citations. In terms of scientific production, the United States had the most articles, followed by the United Kingdom and Spain. However, the United Kingdom led in global citations, indicating a high level of interest in the topic. The main journals in this field include Frontiers in Education and Education Science. Twelve collaboration networks among authors were identified, with a primary network of seven closely collaborating researchers. The pandemic exacerbated pre-existing difficulties in the education of children with SEN, increasing stress and emotional burden on parents. The transition to home education and the lack of adapted resources presented significant challenges. However, some strategies, such as dialogic literary gatherings and collaboration between schools and families, proved effective in mitigating negative impacts. The study underscores the need for inclusive public policies that address disparities in educational support and prioritize the psychological well-being of children with SEN. It recommends a proactive and equitable approach in school psychology training and educational practice. In conclusion, this analysis provides a solid foundation for future research and improvements in schools, promoting an inclusive and resilient educational environment. [ABSTRACT FROM AUTHOR]

After the return to on-campus teaching post-Covid, reports of student disengagement and low attendance are common and anxieties over the relationship between lecture recordings and attendance have re-emerged, leading some educators to remove recordings. To understand the potential impact of such decisions, this study explored how neurodivergent and disabled students use recordings using a qualitative survey approach. Reflexive thematic analysis emphasised the need for learning flexibility and questioned traditional lectures. Neurodivergent and disabled students raised concerns over accessibility, highlighting the crucial nature of recordings beyond attendance. For example, features such as pausing or speed adjusted were described as vital for managing learning among disabled and neurodivergent participants. Our findings do not support an uncritical view of lecture recordings. Participants discussed the self-discipline required for effective use and responses reflected prior concerns discussed in the literature regarding recordings leading to focusing on lectures to the detriment of other sources of information. However, despite challenges, we found multiple examples of students using recordings to maintain engagement as a successful self-regulated learner. In line with Universal Design for Learning, our findings support the provision of lecture recordings as an inclusive and accessible technology for all students, not just those with declared disabilities. All data and analysis code is available at https://osf.io/ue628/. [ABSTRACT FROM AUTHOR]

Inclusive education offers accessibility to school settings for all children, regardless of background or disability. This retrospective mixed-methods study examined the attitudes of teacher candidates regarding inclusive education, after participating in a unique year-long program on this topic. The study included 42 teacher candidates and 38 mentor teachers from two elementary schools in southern Israel. The study also examined whether candidates would recommend the program, and the program's impact regarding the teacher candidates and their mentors' sense of self-efficacy. The findings show that 71% of candidates reported that the main advantage of the program was instilling values of acceptance and tolerance; 71% also stated that its main disadvantage was excessive workload. When examining recommendations for future implementation, 60% of the variance was predicted by "The inclusive education program has enhanced my ability to effectively manage a classroom in the future." Finally, the mentors' sense of self-efficacy was significantly higher than the candidates. [ABSTRACT FROM AUTHOR]

The study aimed to discover the levels of psychological burnout (PB) among female special-education (FSE) teachers in inclusive schools in Jordan and Qatar, and to examine relationships between some demographic variables and PB. A random sample of 314 FSE teachers participated in the study by completing the study scale (Maslach PB inventory (MBI)); 30 teachers were later interviewed. The results showed a low level of psychological burnout among FSE teachers. The level of psychological burnout was moderate regarding emotional exhaustion, whereas it was low regarding depersonalisation and a sense of reduced personal accomplishment. The results also showed that the main predictors of psychological burnout were the age of the teacher (for the depersonalisation) and the level of disabilities of the child for whom they were responsible (for both depersonalisation and lack of a sense of personal accomplishment factors). More studies should be conducted to explore the factors that cause emotional PB among FSE teachers. [ABSTRACT FROM AUTHOR]

Purpose: This mixed-methods study quantified and characterized incidents of microaggressions experienced by Asian American medical students. The authors report on their impact and suggest improvements to create a more equitable and supportive learning environment. Method: Quantitative and qualitative data were collected from 305 participants who self-identified as Asian American or Pacific Islander. An online, anonymous survey was sent to US medical students through the Asian Pacific American Medical Student Association (APAMSA). Questions explored incidence, characteristics of, and response to microaggressions. We conducted four focus groups to further characterize students' experiences. Data were organized and coded, and thematic analysis was used to identify core themes. Results: Racial microaggressions were prevalent among Asian American medical students. Nearly 70% (n = 213) of survey respondents reported experiencing at least one incident during their medical training to date. The most common perpetrators were patients (n = 151, 70.9%) and fellow medical students (n = 126, 59.2%), followed by professors (n = 90, 42.3%). The most prevalent themes included being perceived as a perpetual foreigner, the assumption of timidness, and ascription of the model minority myth. Students rarely reported the incident and usually did not respond immediately due to fear of retaliation, uncertainties about the experience or how to respond appropriately, and perception that they would bear the burden of advocacy alone. Experiences with microaggressions led to feelings of frustration and burnout and had a negative impact on mental health. Recommendations were made to improve the anonymous reporting systems in medical schools, and to increase diversity and inclusion in medical education and leadership. Conclusions: Asian American medical students face high exposure to racial microaggressions during their medical education that adversely impact their mental health. Changes are needed in medical training to create a more equitable and inclusive learning environment. [ABSTRACT FROM AUTHOR]

This epilogue to the special issue entitled 'The Nordic experience of inclusive and special education' reflects on the eight articles included in the special issue. The analysis is centred around two specific questions 1) can distinctive Nordic conceptualisationHs of inclusive and special education be identified? 2) what insights can be gained from this special issue for research and practice in the field of inclusive and special education beyond the Nordic community? The findings indicate a degree of consistency across the Nordic countries, yet also highlight significant variations at the national, regional, and local levels, which contrasts with the perception of a distinctive Nordic model of inclusive and special education. The greatest commonality is that all Nordic countries (like other European countries) are striving to advance inclusive education and still have a lengthy journey ahead of them in reducing educational inequalities. However, the definition of special educational needs, the implementation of inclusive and special education, and the professionalisation of teachers, could not be characterised by a universal, uniform Nordic approach. [ABSTRACT FROM AUTHOR]

Although Nordic countries are committed to developing inclusive education, a gap often exists between policy, ideals, and the realisation of inclusion in practice. In Finnish schools, part-time special education is an important tool for promoting inclusive education in the three-tier system. In this study, our research questions were: (1) What should be the main objectives of secondary school special educators' work in schools striving for inclusion? and (2) Should their work with these main objectives be called inclusive special education? A total of 102 special education teachers answered an electronic questionnaire. Qualitative content analysis was performed on the data. In terms of what the main objectives of special education teachers' work should be, four categories were found: support for students and teachers, guiding the school towards inclusion, special education in separative settings, and collaboration. Based on our results, we claim that special education teachers' work can to a certain extent be called 'inclusive special education'. [ABSTRACT FROM AUTHOR]

Icelandic education policy has a strong focus on inclusive education, but available Icelandic evidence indicates a lack of well-defined procedures in schools and municipalities aimed at inclusive education. Research literature has placed emphasis on the central role that school leaders play in developing inclusive schools. The purpose of this qualitative case study is to develop an understanding of school leaders' role in developing inclusive practices in Icelandic compulsory schools. Inclusive practices refer to the strategies, approaches, and frameworks created to ensure that all students, regardless of their abilities, backgrounds, and learning needs, can participate fully in educational opportunities. Data collection took place between May 2022 and January 2023. Interviews were conducted in two compulsory schools and in this paper, we build on 8 interviews with 14 teachers and school directors. The interviews were recorded and then transcribed verbatim before the thematic analysis commenced. The findings are introduced according to three main themes: Inclusive school leaders' role in setting direction, Inclusive school leaders' role in organisational development and Inclusive school leaders' role in human development. [ABSTRACT FROM AUTHOR]

Despite commitment to the values of one school for all in Norway, there has been an increasing number of segregated units for students with special educational needs (SEN) over the years, highlighting a discrepancy between legislative intentions and the practical implementation of inclusive education. Barriers to inclusion can emerge in any setting, especially when there is a lack of a shared understanding of inclusion and inclusive education within legislative frameworks. This study investigates how the new Norwegian Education Act (EA) could constrain and facilitate inclusive education practices for students with SEN by analysing the EA and its preparatory documents through the lens of Theory of Practice Architectures (TPA). The findings indicate that the EA promotes a discourse consistent with a broad definition of inclusion. The enhanced focus on students' democratic rights to be involved in decision-making aligns with the values of the Nordic model of education. However, the broad definition of inclusion, the ambiguous concept of students with SEN, the reduced emphasis on SEN in legislation and the endorsement of alternative educational settings in preparatory work could exacerbate the segregation of students with SEN, thus undermining the fundamental values of the Nordic educational model. [ABSTRACT FROM AUTHOR]

This article focuses on the schools' support service related to the Nordic ambition of inclusive education. This ambition entails a somewhat conflicted mandate, which both the schools and the support service find demanding to ensure in their collaboration. As a framework for discussing challenges and opportunities linked to a case study in Norway, the article also shows how this appears in Sweden and Denmark. The question is whether it is possible, through new forms of meetings, to develop an innovative collaboration on inclusive practice between the Norwegian Educational and Psychological Counselling Service and schools. The article builds on selected data from a larger project, using a cross-unit analysis to compare experiences from two different types of collaboration meetings in two different Norwegian municipalities. By this, we have searched for an understanding of the central prerequisites to succeed. The most significant finding is the importance of a leadership which is, under innovative conditions, capable of creating necessary psychological safety to develop the meetings towards real professional learning communities. Finally, the apparently persistent challenges of designing a suitable support service to realise inclusive education in the Nordic countries are discussed in light of a current Norwegian strategy called 'The Competence Boost for Special Education and Inclusive Practice'. [ABSTRACT FROM AUTHOR]

For decades, the Nordic countries have been admired for their inclusive education systems within egalitarian societies, bolstered by PISA studies and global calls to ensure inclusive education as a human right. This paper contrasts idealised perspectives on Nordic education with internal experiences, exploring recent challenges to the relationship between special and inclusive education. Using Sweden as a case study, it highlights internal diversity within the Nordic region, showing differing paths and gaps between research, policy and school realities. The risks of idealising past educational models are discussed, noting that Sweden, once known for its egalitarian education and low special education needs classification rates, now faces higher classification rates and more separate provision due to policy changes. Recent trends have shown a shift towards increased diagnosis and classification, influenced by marketisation and decentralisation policies. The paper focuses on neurodivergence, analysing shifts in government priorities, teacher education, school practices and research agendas. Analysis of recent policies, reports and educational data reveals winners and losers in school participation, providing insights into the implications for educational discourse, the future of the 'Nordic model', and Swedish education in a global context. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore the role of special education professionals in Denmark, Finland, Norway, and Sweden in light of educational policies and reforms. The study places emphasis on (a) the policy context of inclusion and special needs education, (b) the formal qualifications required of special education professionals, and (c) the position of these professionals in compulsory education. Our approach involved a comparative analysis of how legislation and policies interact with the field of special education as a 'professional jurisdiction' in each of the four countries. We find that the major thrust of reforms has been aimed at reducing the number of students who receive special needs education and their placement in segregated settings. The introduction of early intervention, multi-tiered systems of support, and collaborative approaches are seen as means of reaching this goal. In addition, findings reveal that the special education profession is weaker in Denmark and Norway compared to Sweden and Finland. We argue that a lack of a consensus regarding the role and qualifications of special education professionals creates problems for schools and limits the availability of diverse forms of expertise which are necessary for inclusion. [ABSTRACT FROM AUTHOR]

The European Journal of Special Needs Education published an editorial on Nordic inclusive and special education, exploring the distinctive Nordic experience in this field. The initiative was driven by the lack of systematic reflection on Nordic thinking and practice in special and inclusive education. The editorial discusses the emergence of a Nordic model of inclusive education and questions whether it is a projection from external influences or an internal construction within Nordic countries. The editorial concludes that while there are unique interpretations of inclusive education in the Nordic region, there is no clear consensus on a singular Nordic model. [Extracted from the article]

"International Perspectives on Teaching and Learning Academic English in Turbulent Times" explores the challenges and opportunities faced by educators worldwide during the Covid-19 pandemic. The book delves into topics such as English for Academic Purposes, assessment, curriculum design, pedagogy, and classroom technology in higher education. It emphasizes the importance of training, technology, and community building in adapting to online teaching, while also addressing issues of workload, inclusivity, and assessment in the virtual classroom. The text serves as a valuable resource for educators seeking insights and strategies for navigating the complexities of online teaching, particularly in the context of the pandemic. [Extracted from the article]

Despite the growing international focus on neurodiversity, its explicit identification and incorporation into educational and workplace practices remain underdeveloped in Saudi Arabia. This study explores the indirect presence and characterisation of neurodiversity within Saudi Arabia through existing inclusive practices. The study aimed to analyse the prevalence and characteristics of neurodiversity practices in Saudi Arabia, using inclusive education, mainstreaming education, inclusive society, and inclusive work as indicators, and to develop a conceptual model for neurodiversity applicable both locally and globally. A content analysis was conducted on 33 studies related to inclusive practices in Saudi Arabia. Data were categorised into emergent themes to construct a conceptual model that encapsulates neurodiversity practices. The findings revealed eight categories representing neurodiversity practices: Teacher Preparedness and Training, Policy and Implementation, Inclusive Educational Practices, Assistive Technologies and Resources, Socio‐emotional and Health Support, Specialised Training and Professional Development, Student and Peer Perspectives, and Inclusive Infrastructure. The proposed conceptual model synthesises these categories, providing a structured depiction of neurodiversity practices in Saudi Arabia and offering a framework with international applicability. This study uncovers an implicit acknowledgment of neurodiversity and a foundational approach to inclusive practices within the Saudi Arabian context, parallel to global inclusive trends. [ABSTRACT FROM AUTHOR]

Digital equity and accessibility for higher education (HE) students have become crucial since the early 21st century, especially for underserved, deprived, marginalised and oppressed students. The present study aimed mainly to reveal the barriers to digital access (BDA) faced by marginalised groups and to find effective strategies for promoting digital inclusion (DI). Another objective of the paper was to provide actionable policy insights (API) to improve DI in Pakistani universities. Participants (students from marginalised groups who face unique barriers to accessing digital education) were selected using a simple random sampling technique from the four provinces of Pakistan (Punjab, Sindh, KPK and Baluchistan). We used a cross‐sectional research design to collect quantitative data from 590 students selected from 12 universities in Pakistan using a self‐developed questionnaire via online platforms. The study's findings revealed a significant difference in digital access for marginalised groups, which contributes to educational inequalities for students in low‐income areas and remote areas facing enormous challenges. We also identified practices to improve digital accessibility, including technology‐based interventions and policy reforms to improve digital infrastructure. Based on preliminary findings, a combined effort toward digital equity can significantly improve educational outcomes for marginalised students, providing a roadmap for universities to bridge the digital divide. The present paper not only highlights the current state of digital equity and accessibility but also focuses on practical insights for policy and teachers and ensures that universities are inclusive and accessible to everyone. [ABSTRACT FROM AUTHOR]

At present, developmental dyslexia is classified as a specific language disorder recognised by inclusive educational laws in Spain and the United Kingdom. Phonological correspondence is very different in Spanish and in English, and the difficulties they entail for native speakers are also different. The predominance of English worldwide has led to the establishment of bilingual Spanish–English educational programs in Spain in ESL or bilingual Spanish–English learning environments. Students with dyslexia face greater challenges than their classmates. A comparative study of British and Spanish students with dyslexia that uses a quantitative methodology, and a pre‐experimental ex post facto design was carried out to detect the specific linguistic problems they faced in learning their respective languages, with the objective of using the results to help foreign language teachers in Spain. The sample consisted of 29 Spanish students and 19 British. The findings show that native students from United Kingdom have specific difficulties in phonological processing and grapheme‐phoneme correspondence. Native Spanish students enrolled in foreign language programmes seem to have similar difficulties. To ensure the effectiveness of present‐day inclusive education laws in Spain, the knowledge acquired regarding the specific language‐related literacy problems of students with dyslexia must be incorporated to the current foreign language programmes. [ABSTRACT FROM AUTHOR]

This review focuses on studies on students' views of inclusive education in the field of educational research. The studies reviewed in this study focused on research conducted in inclusive comprehensive schools. A total of 62 studies published between 2006 and 2022 were included, in which both qualitative and quantitative research methods were employed, with questionnaires and interviews being the most commonly used data collection methods. In addition, the connection was examined between the study's theoretical foundation and students' rights through the analysis of citations related to the UN Conventions (CRPD or CRC) or the Salamanca Statement. The results of this review are divided into three themes: attitudes towards inclusive education, academic inclusion, and social inclusion, and further into subthemes examining the differences in attitudes between students with and without special educational needs and disabilities (SEND), and elements promoting and inhibiting aspects of both academic and social inclusion. [ABSTRACT FROM AUTHOR]

Universities can prepare students for work, and universities can educate increasingly diverse student cohorts, but can they do both concurrently? This question of whether universities can offer equitable and inclusive careers education is increasingly under scrutiny. In this study, we address the largely under-theorised area of work-based placements from the perspective of career identity formation for diverse students. We do so through the adoption of Meijers and Lengelle's theorisation of 'career stories' which position the narrative as the mechanism to understand how students' have developed their career identities and future professional goals. Drawing on longitudinal interviews with disabled students, we explore university placements as 'boundary experiences' which can either enable, or disable, the formation of students' professional selves. Our findings indicate a troubling amount of variability, and indeed, luck within the placement offering, often unsupported by intentional pedagogical design. This suggests that the current university placement experience does little to support the professional identity formation processes of diverse students. Through this study, we further translate a processual learning theory from career learning to support future intentional pedagogical placement design in the university context for diverse students. The article ends with a consideration of how placement experiences can better align to equity goals of the university, and provide scalable, high-quality learning experiences for all students. [ABSTRACT FROM AUTHOR]

The purpose of this research was to investigate the relationships between Greek teachers' perceived efficacy in classroom behavior management/discipline and their perceptions of inclusive education. Over three hundred of primary school teachers filled in the 'Sentiments, Attitudes and Concerns about Inclusive Education Revised, SACIE-R' & 'Teacher Efficacy in Classroom Management and Discipline' scales. Participants' overall perceptions of inclusive education were found to be significantly associated with their self-efficacy in teaching, as well as their belief that they could overcome the potentially adverse effects of external influences on their students. The implications of the findings are discussed in terms of teacher professional development programs. [ABSTRACT FROM AUTHOR]

The number of postsecondary education (PSE) programs is increasing in the United States and worldwide with the goal of improving quality-of-life (QOL) outcomes for people with intellectual disability (ID). The current study explored if people with ID entering a residential college-based PSE program differed or were the same in their reported QOL outcomes as other young adults with ID. Findings indicate that soon-to-be college students responded similarly to national samples on a majority of QOL indicators. An important difference existed in paid employment; college-bound individuals responded more often that they had a paid job compared to respondents of the national surveys. Implications for studying QOL outcomes of individuals with ID who attend college and for practice and policy are discussed. [ABSTRACT FROM AUTHOR]

Research shows that there is a close relationship between the promotion of self-determination and positive school outcomes, including academic goal attainment outcomes in general education classes. However, research is needed to investigate how students perceive the impacts of evidence-based self-determination interventions, like the Self-Determined Learning Model of Instruction (SDLMI), when delivered by their general education teachers. Interviews were conducted with 10 students with and without disabilities who received SDLMI instruction from teachers in secondary general education classrooms. Qualitative content analysis was used to understand students' experiences with the SDLMI and its impacts on their self-determination and academic learning. Participants shared ways that the SDLMI positively impacted their self-determination and academic learning outcomes. Students identified the impacts of providing opportunities and supports for self-determined learning in their classrooms. They also identified other factors that influence their self-determination and the use of the SDLMI for goal setting and attainment. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

The benefits of equal opportunity and inclusivity to access education of choice are very crucial to people in situations of deep scarcity and need. This study sought to analyse and evaluate how the universal policy of inclusive education was applied in technical and vocational education and training to enable learners with special educational needs to navigate their skills-based learning experiences. The study, using an inclusive education outcome framework, further interrogated the institutional support strategies put in place to normalise and ameliorate the plight of affected learners. A qualitative research approach in the interpretivist paradigm was used to capture the perceptions of the affected learners and their immediate associates in two colleges of technical and vocational education in Zimbabwe. The participants generally applauded the national stance to adopt inclusive vocational and technical education, but contended that the application of the policy at institutional level lacked seriousness and needed due improvement. Institutional support was linked to, and dependent on, home, community and national support. The study concludes that the inadequate institutional support for SEN learners requires more inter-personal approaches towards sustainable improvement. [ABSTRACT FROM AUTHOR]

This study examines the impact of incorporating Diversity, Equity, and Inclusion (DEI) certification programs into higher education marketing curricula on students' acceptance, competency in DEI topics, and perceived employment success. Against a societal backdrop marked by divisiveness and silencing of minority voices, known as the Spiral of Silence, this research aims to determine whether DEI certifications in marketing curricula can influence students' perceptions and attitudes toward DEI discussions in the classroom, as facilitated by their instructors. It assesses the role of instructors' perceived credibility in DEI discussions and how DEI certification affects students' willingness to engage in DEI discourse both within the classroom and in broader community contexts, including social media. The findings indicate a significant increase in students' willingness to participate in DEI classroom discussions, suggesting that certifications can enhance classroom dynamics and acceptance of DEI messages. Further, it empowers them to engage in meaningful DEI discussions on social media post-certification. This research underscores the potential of integrating DEI certifications into marketing curricula to improve student engagement with DEI issues, contributing to a more inclusive and equitable societal discourse while creating responsible marketing professionals and engaged citizens. [ABSTRACT FROM AUTHOR]