This paper presents findings from a series of focus group interviews with three groups of professionals in England, in the period immediately preceding the COVID-19 global pandemic, on the information needed by professionals to support migrant children with special educational needs (SEN) in the English education system. The data gathered were…

In the United States, teacher shortages in high-needs fields such as special education have considerable negative impacts on the academic and functional achievement of students with disabilities. Furthermore, strategies such as the employment of undercertified teachers to serve as teachers of record and fill vacant positions raise questions about…

Those who work in education strive to create more inclusive environments in school but are often stymied in their efforts by challenges coming from many and varied directions. Politicians, for example, exhort us to be more inclusive but create conditions that encourage separation and exclusion, and inclusive education's history in special…

Uncertainty in education, both general and special, has long troubled educational researchers, reformers, and practitioners. Responding to students with special (atypical) educational needs is an example of decisions that are prone to error. Although some efforts to reduce uncertainty in education are reasonable and helpful, efforts to eliminate…

Flexi-schooling, an approach involving at least some instruction both at home and at school, has potential to adapt education to meet the needs of autistic students while also providing in-person school benefits. This systematic international literature review of flexi-schooling for autistic students aims to understand the advantages and…

This article presents an initial analysis of a new special education campus needs assessment designed to gauge educator perceptions of special education in five key areas: support, expectations, empowerment, equity, and professional development. The Special Education Campus Needs Assessment (SECNA) was pilot tested with a group of seventy-two…

Interviewing students with special needs (SSNs) comes with a unique set of ethical and practical challenges that require highly specialised skills and interviewing protocols. Our objectives were to identify the most appropriate tools for collecting data from SSNs, key differences in interviewing students with and without special needs, and ethical…

The Wraparound Services Department connects students and their families with non-academic community resources that support the students' ability to learn in school. The district currently partners with over 200 community organizations to offer wraparound services across 210 campuses. Wraparound Services Specialists in these campuses work with…

This article explores the impact of teacher attitudes on the provision of Special Educational Needs (SEN) and the increasing trend of segregated educational settings. It introduces the concept of "Dysconscious ableism" to analyse how implicit biases and perceptions shape educational processes for children with SEN. By reflecting upon…

Improving outcomes for young children with high-intensity needs requires a high-quality workforce trained in equitable, intensive, individualized instructional practices and supports incorporating culturally and linguistically responsive evidence-based practices (Gunn, 2020) and developmentally appropriate practices (DAP; NAEYC, 2021) Nationally…

Mixed methods research (MMR) can support enhanced understanding of complex educational issues, like the inclusion and support of individuals with disabilities in community and school settings. In this systematic review, we explored the extent to which MMR has been used in research exclusively focused on disability across special education (SPED),…

The ethic of care is a moral philosophy that has been used to describe and guide the work of educators, especially those working with students with special education needs (SEN). In this study, 36 principals and vice principals from four provinces in Canada were interviewed about their work with students with SEN during the pandemic. Responses…

The 2022 Special Educational Needs and Disability (SEND) Review in England has proposed changes to the way in which SENCos are trained before working in English schools. Although the DfE collects data relating to the demographics of all teachers, the 2022 SEND Review Green Paper does not draw on this to support or inform the changes being…

This paper explores how special educational needs (SEN) and social class can become intertwined in post-primary school choice in Ireland. The paper draws on data generated during a three-year ethnographic study of a DEIS school. Data are analysed using Holland et al.'s (1998. Identity and Agency in Cultural Worlds. Boston, MA: Harvard University…

During the COVID-19 pandemic, special education social workers (SESWs) had to adapt to meet the needs of families and students rapidly. Traditionally SESWs delivered services through in-person modalities in schools. However, as the world changed overnight to comply with stay-at-home orders, these social workers found themselves in a unique…