In the context of an emerging new additional learning needs (ALN) system in Wales, this research explores who was likely to be identified with special educational needs (SEN) under the previous system. Our study reveals analysis of linked Welsh education and health data on SEN identification in learners in mainstream education settings born…

Research has examined teacher attitudes, knowledge, and stigma towards inclusion of autistic children in mainstream schools. Less focus has been given to these beliefs among parents. This is problematic as parents are important in the implementation of inclusion and fostering a positive school environment. The current study examined differences in…

In 2025, the Individuals with Disabilities Education Act (IDEA) will have been the primary law driving the field of special education for 50 years. A contentious area of disagreement has been the relationship between two primary mandates of the law: the obligation of schools to provide a free, appropriate public education (FAPE) to eligible…

The purpose of this interview-based qualitative study was to explore how individualized education program (IEP) team members determine least restrictive environment and educational placement. The Individuals with Disabilities Education Act (IDEA) requires students with disabilities to be educated in the least restrictive environment and to the…

The educational inclusion of deaf students in England is usually interpreted as placement in mainstream settings alongside hearing students, creating unintended pressure for assimilation to the communicative needs of hearing people. In this context, it is deaf students and their communication support staff who are left to deal with communicative…

In England, a vertical equity model of inclusive schooling has been increasingly visible in both educational policy and school practices since the 2019 education reforms. Within this mixed model of provision, alongside and in complementarity to mainstream schooling, alternative provision (AP) and special educational needs and disabilities (SEND)…

Policies aiming to promote the mainstreaming of students with special educational needs in regular classrooms have become a focal point of political discussions in many countries. However, there is a scarcity of quantitative evidence with robust empirical designs that can shed light on the long-term educational outcomes associated with mainstream…

This paper aims at reviewing autistic children's lived educational experience to inform ongoing legal and conceptual debates about their right to education. The results showed that autistic children display a great diversity of educational needs and preferences, which should be met with personalized solutions respectful of their individual and…

Mainstream secondary school can be a challenging environment for autistic students, in part due to social and sensory factors. Research to date has focussed on identifying the negative aspects of school experience; however, few studies have identified factors that promote positive experiences. We take a neuro-affirmative approach when exploring…

Inclusive music classrooms in theory and in practice, within the context of Cyprus, are an under-researched area. This study wishes to address this gap in research, by proposing a Model of Musical Development in Inclusive Education (MMDIE) that could act as a valuable tool for music educators, researchers, teachers, parents and stakeholders for…

Students with and without disabilities may be educated across various service delivery models (SDMs): general education, cotaught, pull-out, and self-contained. Still, evidence for their relative effectiveness at scale remains limited. Using longitudinal administrative data from Indiana, we measured the effect of different SDMs on test scores,…

There was a fundamental reform of special educational needs policy in Scotland with the ratification of the 2004 Education (Additional Support for Learning) (ASL) (Scotland) Act. This paper explores official statistics from 2008-2023 by examining variations in additional support needs (ASN) and funding across the 32 Local Authorities (LAs). The…

Inclusive education is crucial for integrating children with special needs into mainstream educational settings. This pilot study explores the attitudes of teachers in India toward providing inclusive education to children with disabilities, and the challenges they face. As the Indian education system continues to evolve, there are significant…

This case study compared the perspectives of special education inclusion held by school leaders with those held by parents and teachers within a single school district. Interviews were conducted with 25 individuals who were school leaders, teachers, or parents in the district. Findings indicate a lack of uniform understanding of special education…

This paper reports on a study that sought to explore mainstream and special teachers' inclusive practices during the COVID-19 pandemic and discusses issues that are relevant in the post-COVID-19 period. The study is contextualized with European and international studies and reports on teachers' role in the inclusion of children with disabilities…