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Vanessa Johnson-Ojeda; Lucas B. Hill; SuYeong Shin; Alessandra M. York; Regina F. Frey – CBE - Life Sciences Education, 2025
There is a growing emphasis for professional development programs that teach instructors about inclusive Science, Technology, Engineering, and Mathematics (STEM) practices and the impact of instructor and student identities on these practices. As instructors implement these practices, there is a need for instructors, departments, and faculty…
Descriptors: Test Construction, Teacher Surveys, STEM Education, Inclusion
Tamara Chansa-Kabali; Joachim Nyoni – British Journal of Special Education, 2024
The United Nations 2030 Agenda for Sustainable Development and, in particular, its Sustainable Development Goal no. 4, underline the relevance of quality education that translates into long-term benefits for all learners. This article reports findings of a collaborative research study that piloted an inclusive practice index to investigate…
Descriptors: Educational Practices, Inclusion, Foreign Countries, Measurement
Nico Leonhardt; Kristín Björnsdóttir; Anne Goldbach; Ragnar Smára; Steffen Martick; Beate Schlothauer – British Journal of Learning Disabilities, 2025
Background: Universities are deeply rooted in a tradition of exclusivity. However, for the past several years, they have been called upon to develop in an inclusive and socially responsible manner that does justice to the plurality of society. This has led to the emergence of diverse practices and projects around the world that are intended to…
Descriptors: Universities, Foreign Countries, Educational Practices, Inclusion
Silvia Sierra-Martínez; Irene Crestar; Isabel Fernández-Menor; Ángeles Parrilla Latas – Journal of Research in Special Educational Needs, 2025
Defining educational inclusion is a complex task on which there is still no conceptual agreement among practitioners. Although the term inclusion has moved away from integration or disability, it has not yet been consolidated as the presence and participation of all students. Some of the reasons are lack of material and human resources, isolated…
Descriptors: Theory Practice Relationship, Inclusion, Discourse Analysis, Student Participation
Karsten Kenklies, Editor; Sebastian Engelmann, Editor – Peter Lang Publishing Group, 2024
Paul Feyerabend was one of the most influential forces that changed the intellectual world in the second half of the 20th century. Based on his intimate knowledge of the history and of the contemporary state of the sciences, his background in philosophy, and his genuine interest in the arts, Feyerabend never missed an opportunity to challenge…
Descriptors: Educational Theories, Educational Objectives, Educational Practices, Science Education
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
Jessica E. Granieri; Candace A. Mulcahy; Mia Grosso; Jennifer M. Gillis Mattson – Inclusion, 2025
The number of autistic students educated in general education classrooms in the United States has increased over recent decades. To ensure meaningful participation and learning for this population, there is a critical need to identify evidence-based, inclusive practices. Through systematic review, the authors examine characteristics and…
Descriptors: Inclusion, Elementary School Students, Students with Disabilities, Autism Spectrum Disorders
Tara Bartlett; Lara E. Law; Daniel Schugurensky; Marisol Juarez Díaz; Wendy Wolfersteig – Urban Review: Issues and Ideas in Public Education, 2024
Increases in student experiences with social and mental health, acts of violence, and the school-to-prison nexus have prompted many schools to evaluate alternatives to safety that are equitable, inclusive, and student and family-centered. Punitive approaches to school safety have been shown to disproportionately affect underserved schools and…
Descriptors: School Safety, Well Being, Students, Equal Education
Grinell Smith; Colette Rabin – Schools: Studies in Education, 2024
In democratic education, schools are places where democracy holds center stage, where students explore the aims and assumptions that underpin democracy, and where students develop a shared understanding of core values. Despite the democratic promise of schooling, however, schools often fail to prepare people to interrupt racism, classism, gender…
Descriptors: Democratic Values, Educational Practices, Student Needs, Cooperation
Tanushree Sarkar – International Journal of Qualitative Studies in Education (QSE), 2025
This paper examines translation in qualitative research as an ethic of care. I conceptualize care-ful translation in conversation with teachers in India who enact care as a complex entanglement of establishing normativity, carrying out responsibility, and being responsive. I focus my examination on dhyaan, a Hindi term used by teachers when…
Descriptors: Translation, Qualitative Research, Inclusion, Foreign Countries
Amanda L. Miller; Mary Curran Mansouri; Lindsay C. Ruther; Jennifer A. Kurth; Mary E. Morningstar; Samantha Gross Toews; Courtney L. Wilt; Marco Andreoli – Exceptional Children, 2025
The purpose of this study, grounded in rightful presence and disability studies in education, was to examine contextual factors and teacher candidates' agentic moves when transforming schools towards inclusive education, particularly for students with complex support needs. A critical phenomenological design was used focusing on 11 teacher…
Descriptors: Preservice Teachers, Special Education Teachers, Students with Disabilities, Special Needs Students
Jana Navrátilová; Petr Svojanovský; Jana Obrovská; Jana Kratochvílová; Katerina Lojdová; Lukáš Plch – European Journal of Special Needs Education, 2025
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…
Descriptors: Inclusion, Research Methodology, Research Design, Values
Fatma Kesik; Kadir Beycioglu – International Journal of Inclusive Education, 2024
This research aims to determine the opinions of teachers and educational administrators about how inclusive the Turkish education system is and attempts to provide a profound picture of inclusive education policies and practices in Turkey. In this qualitative-phenomenological study, sampling technique was used. Thirteen general education teachers…
Descriptors: Foreign Countries, Educational Policy, Inclusion, Educational Practices
Victoria Kinsella; Martin Fautley; Adam Whittaker – Music Education Research, 2024
In England, music education policy is deeply rooted in neoliberal ideologies, shaping classroom practice and assessments. This paper presents findings from a four-year funded longitudinal project exploring the impact of musical partnerships on young people at risk of educational exclusion. Through a posthuman lens, the researchers made a…
Descriptors: Music Education, Humanism, Foreign Countries, Educational Policy
Emmanuel Dumbuya – Online Submission, 2025
This paper explores innovative approaches to curriculum design and teacher education that aims to address the evolving needs of 21st-century learners. With the increasing integration of technology, the need for teacher professional development and the importance of inclusive education, this paper examines key trends in curriculum development and…
Descriptors: Curriculum Design, 21st Century Skills, Teacher Education, Faculty Development