School leaders hold key roles in the organisation of educational support. In several Swedish municipalities, municipality organisers and school leaders provide segregated special educational solutions (SSESs) for pupils diagnosed with neurodevelopmental disorders (NDs). This article aims to contribute with knowledge about the Swedish special…

The generalisation of learning is one of the main elements to take into account when carrying out an educational intervention. This process involves certain difficulties for the population with Autism Spectrum Disorder (ASD). In this sense, the aim of the present study is to evaluate the process of generalisation of skills related to the social…

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based practice that promotes positive academic and behavioral outcomes for all students and is intended to support the needs of all students across three tiers of support. However, research suggests students with complex support needs have limited access to Tier 1 PBIS. Teachers'…

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…

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…

Using an in-depth qualitative case study approach, this study examines parents of children with autism spectrum disorder (ASD) as they tried to become involved in their children's education and establish home-school partnerships to better support their children's needs in an elementary school in Turkey. Specifically, we focused on the…

Burnout is a significant challenge for special educators' wellbeing, as they report higher levels of stress than general educators. Rates of burnout are highest among special educators serving youth with emotional and behavioral disorders (EBD). At a time when nearly half of all students with EBD are spending more than 20% of their school day…

Despite the longstanding federal mandate to place students with disabilities in general education classrooms to the maximum extent appropriate, most students with intellectual disability continue to spend most of their time in separate classrooms and schools. In this study, we describe longitudinal educational placement patterns in six states that…

The study analyses variations in school well-being, social inclusion, and academic self-concept in a population of Norwegian children born with a physical disability (N = 311). Overall, the children reported positive experiences regarding their social and emotional inclusion in school but tended to have a more negative experience of their academic…

Background: Considering the rapid global movement towards inclusion for students with special educational needs (SEN), there is a surprising lack of pedagogical or didactic theories regarding the ways in which inclusive education may affect students with SEN. Group composition within the educational setting may play a role in determining the…

Students with intellectual disabilities (ID) often experience difficulties in their peer relationships at school. Although a broad knowledge base on peer relationships in inclusive classrooms exists, much less is known about peer relationships in special needs classrooms. We conducted a systematic review of the literature on peer relationships in…

Ireland's system of special education has undergone unprecedented change over the last three decades. Following major policy developments in the mid-2000s which emphasised inclusive education, there have been changes to special education school personnel and funding structures which seek to include greater numbers of students with disabilities in…

Many pupils with disabilities receive schooling in segregated contexts, such as special classes or special schools. Furthermore, the percentage of pupils educated in segregated settings has increased in many European countries. Studies suggest that there is high commitment to the general ideology of inclusive education among teachers in 'regular'…

The purpose of this study was to examine the effects of a technology-based self-monitoring application, I-Connect, to enhance the on-task behavior of five secondary students (ages 15-16) with autism spectrum disorder, intellectual disability, and specific learning disability during Biology instruction in a rural special education classroom. We…

This study aimed to explore how the perceptions held by pupil assistants (PAs) and teachers regarding their professions shaped the identities of PAs and teachers belonging to segregated special education units (SEUs), as well as pupils with neurodevelopmental diagnoses (NDs). A qualitative study consisting of semi-structured interviews and…