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…

Due to misconceptions about the challenges of language learning, foreign languages classrooms have not always been accessible spaces for all learners. This article seeks to address the needs of students with special educational needs and/or disabilities (SEND) in the foreign languages classroom and challenge the notion that this group of students…

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…

This study presents a review of the guides and tools found in the literature regarding the implementation of inclusive education to support schools in the development and improvement of their educational practices. A total of 22 guides were reviewed, with their corresponding analyses of: the purpose for which they were created, their inclusive…

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…

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.…

In this reflective piece the author focuses on the meaning that he made of inclusion in a book that was published almost twenty years ago. He then reflects on the meaning he makes of the current situation. He explores the problematic nature of the concept of inclusion, whether labels actually enable inclusion, research-informed implications of…

This think piece argues for a novel qualitative methodology that permits social justice researchers, including National Award for Special Educational Needs Coordination students, to highlight the profound affects of exclusionary school practices for parents of children with SEN and/or disabilities (SEND). Such children are proportionately effected…

The face of Modern Foreign Language education (MFL) in Scotland is changing. A major policy shift in Scottish education in 2012 set out the aspiration that all students up to the end of third level education in Scottish schools would have the opportunity to learn not one but two languages, in addition to their mother tongue. Over the last 20…

In this article, Dominic Griffiths reflects upon the current cultural gap between those who locate themselves as working "on the inside" of the world of "special educational needs" and the "inclusion movement" and those who might be described as "mainstream classroom teachers". Griffiths warns of the dangers…

Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) contains the first legal enshrinement of the right to inclusive education for people with disabilities. The UNCRPD maintains that children with special educational needs and disabilities (SEND) have a basic human right to be educated in mainstream…

In this article we report on various initiatives taken by the government since India's independence in 1947 to provide education to school-aged children with disabilities. The majority of children with disabilities still remain out of school. We make an attempt to identify the challenges that the country continues to face in providing education to…

This article reviews the journey of special education in Spain by considering the legal frameworks. It examines the extent to which legislation has tapped into the feelings of society in general towards people with disabilities who wish to secure inclusion in both education and society. It tracks the evolution of legislation, originally based on a…

Scope exists within the Northern Ireland (NI) education system to transform mainstream schools into autistic spectrum disorder (ASD)-friendly environments. The efficacy of mainstream inclusion is discussed prior to discussing the creation of ASD-friendly schools. The transformation of mainstream school environments is underpinned by concepts such…

Inclusion in Canadian schools, both academic and social, is explored through the historic legislative structures that have resulted in a diversity of approaches to meeting the educational needs of Canadians. Innovative programmes that have been developed which showcase Canadian commitment to inclusive academic and social practices are described.…