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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]

The article explores the issue of underrepresentation of minorities on corporate boards of directors (BODs) and proposes two pathways for achieving more inclusive decision-making and improving corporate governance. The first pathway suggests granting minorities seats on key board oversight committees, giving them greater effective power in critical decision-making processes. The second pathway focuses on addressing socio-psychological biases and processes through empowerment and transparency, creating conditions for minority members to maintain their unique identities and meet their need for recognition. The authors argue that implementing both pathways simultaneously can lead to improved decision-making processes and foster a more inclusive and diverse board. [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]

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]

The study aimed to determine the level of self-efficacy of Public Secondary Social Science Teachers in the three selected schools of District V in Quezon City in formulating a basis for a development program for teachers to foster inclusive education. Likewise, the teachers' profiles were also examined as part of the investigation. To achieve this goal, the researcher conducted a study to determine the level of self-efficacy in terms of inclusive instruction, collaboration, and managing behavior among public secondary social science teachers in the three selected public schools of District V in Quezon City. In this manner, the explanatory sequential mixed method was used to measure the teachers' degrees of self efficacy. The researcher also identified the concerns encountered by the public secondary social science teachers in terms of resources, difficulties, appropriateness, and workload. A qualitative design was also utilized to identify the challenges encountered by the respondents. A total of eighty-four (84) social science teachers currently employed in the three selected public secondary schools in District V of Quezon City were involved in this study using purposive sampling. Furthermore, data for the study were collected using two tools: the adapted Teacher Efficacy for Inclusive Practice (TEIP) scale, developed by Sharma et al. (2014), to assess teacher self-efficacy in inclusive education, and an adapted and standardized survey questionnaire, the Concerns about Inclusive Education Scale -- Short Form (CIES-SF), also designed by Sharma et al. (2022), to explore challenges faced by teachers during the qualitative phase. The results revealed that the level of self-efficacy among public secondary social science teachers is high self-efficacy. The result on the significant difference in their level of self-efficacy against the profile variables of teachers revealed no significant difference. Ultimately, a basis for a development program in fostering inclusive education in the classroom was proposed to improve their level of self efficacy in addressing the challenges encountered by public secondary social science teachers. [ABSTRACT FROM AUTHOR]

The purpose of the study was to describe the teachers' experiences with the inclusion of learners with disabilities. This study utilized the multiple case study approach of qualitative research. An in-depth study was explored delving into the problems encountered specifically by four special education teachers on the inclusion of learners with disabilities. The study formulated three categories: experiences, coping mechanisms, and insights learned by teachers in handling learners with disabilities. Teachers' experiences revealed the emergent themes of nurturing guidance, inclusive adaptation, remarkable moments, effective learning, and navigating classroom dynamics. The coping mechanism identified the themes of individualization of instruction, patience, and understanding, use of rewards and motivation, parent support, use of visuals and creativity in teaching, and time management and resourcefulness. The insights category yielded the themes of responsibility, balancing personal and professional relationships, fulfillment in impactful teaching, holistic student-centered teaching, and promoting passion and purpose in teaching. [ABSTRACT FROM AUTHOR]

This study used a qualitative-narratological design to unfold the stories of three (3) junior high school learners with special needs at Polomolok National High School. Purposive sampling was utilized to choose the study participants and used an in-depth interview to gather the data needed. Findings of the study revealed the challenges learners with special needs faced, such as: academic and classroom-related struggles, inclusive environment and peer support, and teachers' adjustment. In terms of how they coped with the challenges, the following themes were generated: resilient and supportive community and adaptive learning strategies and communication. Lastly, the learners with special needs uttered that motivation, academic improvement, inclusive education, and collaboration are the insights they have gained from their experiences. Through the exploration of these narratives, this study can help reduce stigma and discrimination and promote a more positive and inclusive culture that values diversity and recognizes the contributions of all learners. [ABSTRACT FROM AUTHOR]

This article explores the experiences of graduates with invisible disabilities on how they define and assess their disability and how it influences their persistence and the completion of their studies. The study involved 29 graduates with self-identified invisible disabilities from Italian and Spanish universities. Individual semi-structured interviews were conducted, and the data were analysed following an inductive category and coding system. According to the obtained results, the graduates considered that invisible disability was overlooked, as it goes unnoticed and is more difficult to detect or accept than a visible disability. They also thought of their own disability as being invisible. During their university studies, they faced difficulties such as a poor understanding of their disability and a general lack of social awareness, highlighting how stigma and stereotypes surrounded these disabilities. It was also evident that disability had a negative impact on their university studies, slowing down their trajectories and causing additional challenges, such as studying longer or accepting lower grades. The article concludes that social awareness-raising actions are necessary to promote positive perceptions of disabilities and to combat stereotypes and prejudices. It is crucial to stop viewing disability as a problem and to learn to recognise and celebrate diversity in society and within universities. [ABSTRACT FROM AUTHOR]

Introduction: Research on students' attitudes toward inclusive education in the UAE is limited, with a focus on qualitative investigations of parents and teachers. Methods: This study addresses this gap by developing the Students' Attitude Scale to measure attitudes toward inclusive education. We examined the impact of age, grade level, nationality, educational placement, and gender on inclusive education using a sample of 355 students from diverse UAE districts. Results: Findings reveal that female students scored significantly higher than males on the scale. While Emirati nationals showed higher scores, the difference was not statistically significant. Notably, students in the "All Day in Regular Classroom with the Necessary Support" placement had higher scores. Grade level and UAE district did not significantly influence attitudes. Discussion: Our study emphasizes the positive influence of gender and increased interaction with students with disabilities on fostering favorable attitudes toward inclusive education. These insights can inform efforts to enhance inclusive practices in the UAE. [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]

Over the past three decades, states, districts, and schools have introduced co-teaching as a means of educating students with disabilities, even though it is not included as a placement option in the Individuals with Disabilities Education Act, the law governing special education. Cultivated by evolving federal legislation, regulation, and policy, co-teaching can address the intersection of the least restrictive environment, general curriculum access, and improved school outcomes. In this systematic review of co-teaching research published between 2010 and 2024, we found that empirical studies remain sparse and inconclusive. Confounding factors include ill-defined and uneven implementation likely affecting the fidelity of the model, lack of evidence regarding the amount and impact of administrative support, and inattention to contextual differences across elementary and secondary school settings. Looking to the future, research on co-teaching is likely to focus on specially designed instruction (SDI) and student outcomes. We suggest the use of the co-teaching framework to ensure fidelity in future research and encourage the use of mixed methods to clarify ambiguous results. Further, co-teaching applications are likely to expand, suggested by its nascent use as a model for an inclusive approach for educating multilingual learners (MLs) and those from other marginalized groups. [ABSTRACT FROM AUTHOR]

BackgroundMethodResultsConclusionsOpportunities for students with intellectual disability to attend postsecondary education have increased with the rise of inclusive post-secondary education (IPSE) supports, bringing the need to examine the experiences of students and their instructors.This qualitative study used semi-structured interviews with 12 university instructors of IPSE students and 10 IPSE students to examine experiences with course adaptations.Results indicate that instructors desired greater institutional support, training, and information as they felt unsure about their abilities to support students with intellectual disability and had varied understanding of accommodations and modifications. Students wanted to be seen as capable university students, utilised peer mentor supports, and were able to provide information about how they learned in a university setting.The study found that students were valuable but often underutilised sources of information about their own access needs and sometimes worked through and around university systems. Implications for practice are provided. [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]

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ABSTRACT Aims Design Methods Results Conclusions Implications for the Profession/ Patient Care Patient or Public Contribution Our study aims to analyse 8 commonly used textbooks to determine how diverse skin tones are represented in paediatric nursing practitioner education.Literature reviewed from 2016 to 2024 demonstrated that the lack of darkly pigmented skin colour representation in health science education leads to diminished patient outcomes for these populations. Our study sought to study representation teaching images and eight commonly referenced nursing textbooks were chosen for this study, given their use in paediatric nurse practitioner education. Of the eight textbooks selected, five were analysed based on inclusion criteria.Two investigators trained in skin prototyping coded each textbook for skin colour representation and coded during 2023–2024. Coders used the widely accepted prototyping scale, the Fitzpatrick Scale (range I‐VI, with I being the lightest colour skin and VI the darkest). Teaching photographs were defined as all photos used to provide insight into a disease or diagnostic technique that included human skin. Two individual coders coded and documented data, ensuring each coder was blinded to the overall results.Our analysis of 5 textbooks revealed that 2112 images met the criteria as teaching images. Of the 2112 teaching images, 593.5 included images of type IV‐VI skin (darkly pigmented skin), resulting in a 28% representation of dark skin tone images. Additionally, 2 of the 82 total illustrations included patients with dark skin tones, indicating a representation of 2.5%. However, chapters addressing conditions of child abuse/neglect (55.95%) and stigmatised social issues (infectious disease, 54.88%) displayed a disproportionate representation of patients from these demographics.Our results highlight the importance of enhancing equitable representation in educational resources for nursing practitioners.There is room to collaborate with other health science institutions to establish clear guidelines for future improvement in expanding teaching images to include diversity representation in education.No patient or public contribution. [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]

Higher education-based teacher educators are a unique group of practitioners: not only what they teach, but also how they teach is of instructional significance to students who want to become teachers themselves. Nonetheless, they are often overlooked in the research on inclusion, equity and social justice in education. This explorative study expands the knowledge base on teacher educators’ contribution to education that genuinely serves all students, here referred to as diversity-responsive education. Specifically, semi-structured interviews (n = 14) were conducted to pursue three objectives: (1) understanding perceptions of the concepts of diversity and approaching diversity; (2) mapping individual teacher educators’ practices to approach diversity; and (3) uncovering personal and contextual determinants for the implementation of diversity-responsive practices by teacher educators. Alongside its theoretical contribution, this study offers practical inspiration for practitioners, and both national and institutional policymakers operating in different regional contexts, guiding context-tailored professional development initiatives. [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]

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]

ABSTRACT Background Method Findings Conclusions Third‐level education is a relatively new opportunity for people with intellectual disabilities. The development of third‐level educational opportunities for this population rests on understanding their experiences and suggestions for programme development and improvement. The aim of this study is to establish how inclusive third‐level education is experienced by people with intellectual disabilities.A scoping review was conducted using Arksey and O'Malley's framework of peer‐reviewed empirical research published between 2002 and 2023 that reported on the experience of third‐level education for people with intellectual disabilities.People with intellectual disabilities are engaging in third‐level education courses within University Campuses. They consider such programmes as opportunities to meet aspirations and to enable independent living especially through employment. Their experiences are influenced by supportive staff, initiatives and challenges and they have opinions on how to improve third‐level programmes.People with intellectual disabilities value and embrace the opportunities to engage in third‐level education. Their experience is mixed with positive personal outcomes and challenges. Future research is needed to examine effective approaches to overcoming challenges and finding ways to develop programmes that meet the needs of adults with intellectual disabilities. [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]

The professional identity of scientists has historically been cultivated to value research over teaching, which can undermine initiatives that aim to reform science education. Course-Based Research Experiences (CRE) and the inclusive Research and Education Communities (iREC) are two successful and impactful reform efforts that integrate research and teaching. The aim of this study is to explicate the professional identity of instructors who implement a CRE within an established iREC and to explore how this identity contributes to the success of these programs. 97 CRE instructors from the Science Education Alliance (SEA) iREC participated in a 2-year, multi-stage, qualitative research project that involved weekly reflective journaling, autoethnographic description, small group evaluation and writing, and large-scale community checking. The resulting description of professional identity consisted of shared values (inclusivity, student success, community membership, ownership/agency, science, overcoming failure, and persistence), specified roles (mentor, advocate, scientist, educator, motivator, collaborator, community builder, learner, evaluator and project manager) and a stated sense of self (dedicated, resilient, pride in students, multiskilled, valued, community member, responsible and overworked). Analysis of individual reflective diary entries revealed how a professional identity underpinned and facilitated the ways in which faculty addressed challenges that arose and worked toward the success of every student. It is the self-concept of the professional identity of the instructor in the context of the CRE classroom that directed the extended commitment and effort that these instructors evidently put into their work with students, which facilitated student engagement, student persistence, and their collective scientific output. The study concludes that a professional identity of STEM faculty in the context of a CRE and iREC combines being a researcher and educator, and that this integrated identity is central for current initiatives aimed at transforming undergraduate STEM education. [ABSTRACT FROM AUTHOR]

Inclusive education is crucial for integrating children with special needs into mainstream educational settings. This pilot study explores the attitudes of teachers in India toward providing inclusive education to children with disabilities, and the challenges they face. As the Indian education system continues to evolve, there are significant gaps in teacher preparedness and the availability of resources, especially given the socio‐cultural and economic diversity of the country. The study aims to assess the perspectives of 30 primary and secondary school teachers regarding their experiences with inclusive education, focusing on their attitudes, challenges, and the resources available for supporting students with special needs. A mixed‐methods approach was employed, utilising surveys and interviews to gather both quantitative and qualitative data. The results indicate that while many teachers hold a positive attitude toward inclusive education, they face numerous challenges in its implementation, including a lack of specialised training, insufficient support services and inadequate teaching materials. Teachers expressed particular difficulty in supporting students with severe disabilities due to the lack of behavioural and psychological services in schools. This study emphasises the importance of continued teacher training and infrastructure improvements to foster effective inclusive education. It also highlights the need for policy changes, such as the integration of the Samagra Shiksha scheme and recognition of the 2016 Rights of Persons with Disabilities Act, to support teachers in overcoming the barriers they face. The findings from this pilot study will inform a larger, more comprehensive study, and provide the foundation for future reforms of inclusive education in India. [ABSTRACT FROM AUTHOR]

The quality of teachers’ noticing in the inclusive classroom is supposed to depend on teachers’ expertise. As part of professional development in video clubs, we compared Austrian and Swiss teachers’ noticing of inclusive teaching. While, in Austria, teachers worked in an inclusive setting, in Switzerland the participating school ran special educational needs (SEN) classes. This led to the interesting question of whether there were differences in teachers’ noticing between the two forms of special needs education. We conducted a video club with mainstream and SEN teachers four times locally and twice cross-nationally. A qualitative content analysis was carried out and the frequencies of categories were compared quantitatively between the groups and over time. Overall, the two groups did not differ in their noticing, which is somewhat surprising but can be explained by their generally high level of expertise in relation to heterogeneous teaching. Lesson content was the only significant category where teachers in inclusive classrooms showed higher frequencies of noticing. It appears that teachers with experience in either setting were able to assess meaningful heterogeneous teaching, but that opportunities for development of inclusive teaching practices are not yet being used fully. [ABSTRACT FROM AUTHOR]

This research assessed the effectiveness of receiving teacher practices in supporting students with special educational needs (SEN) and explored student progress at Talisay City National High School for the school year 2023-2024. A descriptive-correlational design was employed to examine the relationship between the extent of inclusive teacher practices and student progress. The sample consisted of 47 respondents selected through simple random sampling from the population of receiving teachers. The data were analyzed using the following statistical tools: frequency counts and percentages for demographic profiles, weighted mean for evaluating the extent of inclusive teacher practices and student progress, and the Pearson-r correlation test to determine significant relationships. The study found that most respondents were aged 31 to 37, had Master's units, and 6-10 years of teaching experience. Collaboration, progress monitoring, pedagogical support, and psychological assistance between receiving and special education teachers were often practiced, indicating a strong commitment to inclusive education for students with special educational needs (SEN). The researcher concluded that a comprehensive, collaborative teaching approach, continuous progress monitoring, targeted pedagogical support, and psychological assistance significantly benefit students with special educational needs in inclusive settings. It is highly recommended to adopt the Action Plan on Inclusive Education as a foundation for teacher training and professional development to enhance the holistic development of these students. [ABSTRACT FROM AUTHOR]

The Good Inclusion Game (GIG) is a class‐wide education intervention employing interdependent group contingencies to increase inclusive behaviors between pupils with and without special educational needs (SEN). While previous research provided evidence of effectiveness when the class of children was split into two groups, it did not assess the effects of the GIG for one whole‐class group or in the long term. The present study addresses both of these issues. Using an ABAB design, results show a one‐team version of the GIG to be effective in increasing inclusive behaviors between pupils with and without SEN. Gains were maintained across time. Implications for inclusive education interventions and teacher training are discussed. [ABSTRACT FROM AUTHOR]

To make inclusive learning environments accessible, it is critical that parents of children without disability select inclusive alternatives when making decisions about their child's preschool placement. This study examined attitudes toward inclusive education among parents of children without disability across 18 state-funded pre-kindergarten (pre-k) programs in the U.S. state of Georgia. Participants were 114 parents of children without disability attending either a standard (n = 78) or inclusive classroom (n = 34). Results showed that most parents (79%) did not intentionally select one classroom type over another and that attitudes about inclusive education did not differ by classroom type. Attitudes about inclusive education were associated with specific inclusion concerns and parents' generalized social justice attitudes. The relation between generalized social justice attitudes and attitudes about inclusive education was mediated by parents' specific concerns about inclusive education. Implications for efforts to promote positive attitudes about inclusive preschool education among parents of children without disability are discussed. [ABSTRACT FROM AUTHOR]

This article explores the challenges and opportunities of digital equity with a particular focus on adult learning in an increasingly digitally connected society. It argues that digital inequalities caused by a lack of access to infrastructure and digital skills are more complex than often assumed and cannot be overcome through the provision of technical resources and training alone. Instead, a differentiated approach is required that takes into account the complex facets of digital inequality and its impact on education, social participation and the labour market. The article first examines the theoretical foundations of digital equity and then uses a practical example, an online course for refugees, to show how digital educational opportunities can be designed to meet the specific needs of marginalised groups. Finally, a toolkit is presented that can serve as a guide for educational institutions to develop their own inclusive digital education programmes. The article argues in favour of comprehensive approaches that go beyond technological solutions and focus more strongly on the social dimension of digital participation. [ABSTRACT FROM AUTHOR]

One of the most contentious outcomes of the Disability Royal Commission (the Commission) is the divided recommendations regarding special schools. This is an outcome that is particularly relevant to students with intellectual disabilities who are more likely than other students with disabilities to be enrolled in special schools. The place of special schools in an inclusive education system has long been debated among educators, policymakers, and parents of students with disabilities, and this debate was no less prominent in the investigations of the Commission, as it grappled with the question of what safe, quality, inclusive schools look like for students with disabilities. The Commissioners sought unsuccessfully to avoid polarised discussions about special schools and arrived at a split conclusion about the role of special schools going forward. Understanding and critiquing the Commission's divided recommendations on special schools is the focus of this article. [ABSTRACT FROM AUTHOR]

The Disability Royal Commission received evidence of educational exclusion of school students with disabilities, occurring in both overt and covert forms, and of students' experiences of violence and abuse. According to this evidence and prior research and reports, exclusionary and abusive practices appear to be entrenched in school education in both mainstream and special settings. The relationship between the evidence presented to the Commission and prior inquiries and research is presented with the aim of providing a critique of its approach and recommendations. Highlighted are the contrasting recommendations to either abolish or retain special schools and other segregated school settings. Other recommendations are reviewed to demonstrate how the final recommendations were part of a comprehensive suite of strategies to address long-standing exclusionary practices. Particular attention is given to students with severe-profound intellectual disabilities, who are most likely to be enrolled in or diverted to special schools and segregated units located in mainstream schools. Although the recommendations were comprehensive in addressing key contributors to exclusion, they showed a failure to consider in greater depth prior research and current positive practices of authentic inclusive education. It is argued that the Commission missed the opportunity to draw on research based on models of supports, shared understanding of inclusion, and making use of professionals beyond educators to provide complementary expertise. [ABSTRACT FROM AUTHOR]

This review addresses the current knowledge on inclusive education suggesting that many studies focus on predetermined groups of disadvantaged learners . This review aims 1) to map the research on inclusive education for all (IEFA) and 2) to assess the consistency of studies in their approach to inclusive education (IE), research methodology and research results/discussions regarding the concept of IEFA. The analysis of 26 studies (out of 2,780 original datasets) revealed two main results: First, they represent three overarching themes of inclusion – values, practices and school development. They illustrate that beliefs about inclusive education and beliefs about practices are not always aligned. Second, the review highlights the challenges researchers face in describing a student population that includes representatives with diverse needs. While some researchers aim to describe students in detail, they often end up focusing only on those with common characteristics, usually disability. Consequently, the sample sections do not reflect the actual diversity of students addressed by IEFA. Only 46% of the studies are consistent in their approach, meaning, they conceptualise the broader concept of inclusion in theoretical approach, focus on it in methodology and interpret it in the results/discussions. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

This article draws upon a critical policy analysis approach to examine the state of inclusive education policy in Global North settings over the past decade. Building on an earlier paper on this topic ten years ago, this updated article seeks to explore whether and how inclusion and inclusive education have been understood in varied international, national and sub-national policy settings over time. While it might be anticipated that schooling systems should be more aware and proactive in supporting inclusion within their policies, our findings reveal mixed results. At times, there appears to have been regression in some settings, stagnation in others, as well as moderate progress in other settings in relation to support and advocacy for inclusion in educational policies. In an era of increased attention to a range of issues of inclusion more broadly over the past decade (e.g. marriage equality, gender fluidity, Black Lives Matter, #StopAsianHate), our article cautions against assuming that such movements have somehow led to a more 'inclusive' conception of students' identities and wellbeing in schooling policy. Whether and how teachers can be expected to be more inclusive in their practices in such a variegated policy environment is an area for continued inquiry. [ABSTRACT FROM AUTHOR]

For decades, there has been growing advocacy and policy reform to provide an inclusive education for students with disabilities which has since been specified as their human right under the Convention on the Rights of Persons with Disabilities. Teachers play an essential role in implementing inclusive education, yet they describe inadequate support to ensure its success. This study aims to identify and synthesise research examining teachers' perceived support needs for implementing inclusive education in classrooms that were published between 2007 and 2020. A systematic procedure was used to identify articles which resulted in the selection of 25 studies for the review. Results revealed that teachers often advocate for appropriate teacher professional learning, improved availability of teaching assistants and sufficiency in resourcing. Teachers also noted the importance of being able to appropriately modify and adapt the curriculum, as well as to collaborate with other teachers, and being given adequate time to plan and to teach in smaller classes. [ABSTRACT FROM AUTHOR]

Creating opportunities for meaningful social relationships between through collaborative learning has been suggested to facilitate all students' social inclusion. However, little attention has been given to the interaction processes leading to unsuccessful knowledge co-creation in mixed-ability peer groups including students with and without special educational needs (SEN). This study addressed this research gap by conducting multimodal conversation analyses of the social exclusion during group work of students with and without SEN, and how the students with SEN responded to their positioning as unequal learning partners. The results were based on video-recordings of 24 lessons involving fifth graders in Finnish school spaces featuring open and flexible learning environments. The results showed that although the students with SEN performed relevant on-task initiations, their contributions were misaligned by ignoring, denying, invalidating their contributions, manipulating shared learning materials, or downgrading their status as help givers. Despite this, students with SEN continued to orient toward collaborative working by persistently initiating joint activities, negotiating their task performance and struggling to ensure their right to contribute. The study underlines the importance of instructing all students to create a warm learning community in which every student has equal rights to participate and to be positively recognised. [ABSTRACT FROM AUTHOR]