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Suvi Lakkala; Mhairi C. Beaton; Kirsi Kokko – Support for Learning, 2024
Despite ongoing development of the international understanding of the values and goals of inclusive education, attempts to implement it remain incomplete. This study's aim was to clarify how participation and agency are defined in research on inclusive education and how participation and agency might be more effectively promoted to enhance…
Descriptors: Inclusion, Personal Autonomy, Student Participation, Educational Research
David Eldridge; Lucy Fielding; Sarah Jane Dickenson – Support for Learning, 2025
In a context where more than 40% of LGBTQIA+ individuals in the UK are estimated to avoid sports due to experiences of discrimination, with disengagement closely linked to negative experiences during physical education at school, the ability of specifically LGBTQIA+-oriented sports clubs to buck this trend and create vibrant inclusive sporting…
Descriptors: LGBTQ People, Foreign Countries, Barriers, Inclusion
Francis R. Ackah-Jnr; Emmanuel A. Abedi; Hyacinth Udah; Mercy J. Ackah – Support for Learning, 2025
How teachers are trained and professionally developed for inclusive education is an important focus of policy, research, and practice. Such preparation arguably affects their knowledge, skills, beliefs, attitudes, and motivation to improve student learning outcomes and transform practice. However, the context and approach to teachers' education…
Descriptors: Teacher Education, Readiness, Inclusion, Capacity Building
Jonathan Beckett – Support for Learning, 2024
The polarisation of attitudes towards dyslexia appears to be contingent upon the awareness of the implications of adopting a medical model to interpreting dyslexia (as a medical 'condition') or applying an educational overlay, based upon difficulties in certain areas, to interpreting and making provision for those with dyslexia. Specifically, it…
Descriptors: Dyslexia, Reading Comprehension, Reading Difficulties, Social Bias
Shirley Hewitt – Support for Learning, 2025
This article summarises a storytelling process used to obtain data from five anonymised teachers as part of a doctoral thesis. The small story and story completion approach was used to gain insight into how teachers reconciled refugee/asylum seeker policies with inclusive practice. The process proved a useful way of enabling teachers to consider a…
Descriptors: Story Telling, Refugees, Inclusion, Reflective Teaching
Daniel Whitley – Support for Learning, 2025
This article explores an insight into Lesbian, Gay, Bisexual Transgender, Queer+ (LGBTQ+) inclusion within two primary school Year 1 classrooms in England. It was a pilot that aimed to teach children about inclusion. It showed positive results that warrant further investigation. Individuals who identify as LGBTQ+ have a right to feel safe within…
Descriptors: Foreign Countries, LGBTQ People, Inclusion, Elementary School Students
Freddie Berry – Support for Learning, 2025
A plethora of research identifies that the English educational experiences of some Black and Global Majority (BAGM) children are negative, which adversely impacts their academic and, in some cases, personal outcomes. Existing research identifies the contributing factors towards the negative educational experiences for some BAGM children, but less…
Descriptors: Race, Equal Education, Foreign Countries, Blacks
Ashwini Tiwari – Support for Learning, 2024
This descriptive case study examines the perspectives, beliefs and practices of independent private schoolteachers in India about the inclusion of students with special educational needs in general education classrooms. Data were collected through one-to-one interviews and focus group discussions with 10 teachers in an independent private school…
Descriptors: Foreign Countries, Private Schools, Teacher Attitudes, Students with Disabilities
Panagiotis Giavrimis – Support for Learning, 2024
The present research aims to investigate teachers' views as critical factors in the success of inclusive education on the Parallel Support (PS) institution in Greece and the educational policies implemented. PS is an educational support provided by a special education teacher, alongside the mainstream teacher, in the classroom, exclusively for a…
Descriptors: Foreign Countries, Teacher Attitudes, Inclusion, Educational Policy
Sophia Kapcia – Support for Learning, 2024
Inclusive education is a multifaceted approach that celebrates diversity, acknowledges individual differences and fosters an environment where all students can thrive. This reflective piece delves into key components of inclusive education practice, including embracing diversity, implementing differentiated instruction, fostering collaborative…
Descriptors: Access to Education, Inclusion, Equal Education, Diversity
Radhika Khanna; Jacqueline Kareem – Support for Learning, 2025
The role of special education teachers (SETs) is multifaceted. A gap was recognised in the literature in the lack of studies on the roles and responsibilities of SETs in India and the field realities of carrying out the role. The aim was to explore to what extent the special education teachers fulfil their roles and responsibilities. The following…
Descriptors: Foreign Countries, Teacher Role, Special Education Teachers, Teacher Attitudes
Jonathan Glazzard – Support for Learning, 2024
The Special Educational Needs and Disability (SEND) landscape in England is bleak. Since the COVID-19 pandemic, the number of pupils with SEND has increased. There is a shortage of places available in specialist SEND provision, and many pupils with SEND are being educated in alternative provision settings which arguably do not meet their needs.…
Descriptors: Reflection, Inclusion, Students with Disabilities, Special Education
Lio Moscardini; Molly Cameron; Christopher Clark; Nicola San Gong McNeil; Carys Mitchell; Dorothee Nys; Angela Jaap – Support for Learning, 2024
This article, co-authored with a group of undergraduate secondary music student teachers, shares their experiences as they learned about additional support needs and inclusive practice through a series of 10 problem-based learning (PBL) sessions. Drawing from their reflections on the weekly sessions, the paper explores the students' learning…
Descriptors: Undergraduate Students, Music Education, Student Teachers, Secondary Education
Tricia Shaw – Support for Learning, 2024
The return to school following the significant disruption to education during the COVID-19 pandemic presents challenges for students, teachers, and parents. In the English context, education leaders have expressed serious concerns about the significantly increased levels of anxiety and school absenteeism among students of all ages, particularly…
Descriptors: COVID-19, Pandemics, In Person Learning, Anxiety