Inclusive education grows in complexity as schools uphold mainstream neo-liberal individualistic humanist structures. This paper begins with a review of landmark Supreme Court rulings that have reconfigured the boundaries of public schools and influenced the practice of inclusive education. These rulings have influenced how inclusive education has…

When students with extensive support needs (ESN) are included in general education classrooms, they benefit from the expertise of the general education teacher. Despite the central role of the general education teacher in an inclusive classroom, little is known about their perspectives and experiences including students with ESN. The purpose of…

This mixed methods study was designed to investigate teachers' perceptions and attitudes regarding students with disabilities in the inclusive classroom. According to Hogan, Lohmann, and Champion (2013), inclusive classrooms are now the norm in many K-12 schools across the United States, which has made the job of general education teachers all the…

This book reports a systematic synthesis of research on teachers' use of adjustments to support students with special educational needs who are currently in their mainstream classrooms. It presents a comprehensive analysis and synthesis of both quantitative and qualitative data, including studies involving observation, artefact examination,…

Framed by the Social Cognitive Theory (SCT), this descriptive phenomenological study described the experiences of general education teachers in inclusive classrooms and teacher preparedness to teach students with learning disabilities. The SCT allowed studying the behavioral, cognitive, and social aspects that helped comprehend teachers'…

This qualitative case study was conducted to gain a deeper understanding of factors that enhanced processes facilitating sustainable, systemic change in one school district's multilevel effort to develop inclusive education services for students with significant cognitive disabilities. Qualitative research methods were used to study the phenomenon…

The aim of this study is to analyse attitudes, perceptions of teacher self-efficacy and collaborative practices and teachers' opinions of the most appropriate placement for students with severe/permanent SEN. The methodology involves a survey based on a questionnaire administered to teachers in three school groups in the central region of mainland…

Internationally, support staff with limited teacher training (Teaching Assistants [TA]) are hired to support the mainstream education of children with Special Educational Needs and/or Disabilities (SEND). Meanwhile, teachers instruct the whole class. Although TAs might help children with significant difficulties participating in the classwork…

This paper constitutes a relatively new area that has emerged from the relationship between Special Education Need (SEN) students in normal classrooms and teachers' perspectives. The purpose of this study was to investigate factors that could contribute to differences in attitudes of public-school teachers toward the inclusion of students with…

The U.S. Department of Education's Office of Special Education Programs collects information from all states on the education of students with disabilities, including the number of students that exit special education and transfer back to general education. Yet, little is known about students that are declassified. In this study, we used data from…

Inclusive education is enshrined in law and supported by the literature as best practice in education. Inclusive education has been shown to provide better academic, social and behavioural outcomes for children with disabilities than segregated learning environments. In the Northern Territory, Australia, however, the dual system of mainstream and…

In the 1970s, educational policies excluded children with disabilities from general education classrooms. Children with disabilities, such as autism spectrum disorder, were educated in separate environments from their non-disabled peers with minimum attention to the curriculum. The number of students with autism spectrum disorder increased over…

In most countries, Autism Spectrum Disorder (ASD) is rarely understood by a number of individuals including educational stakeholders particularly teachers as they are the ones to handle children with autism in school context particularly in mainstream classrooms. While the number of children diagnosed with autism continues to grow worldwide, it is…

The purpose of this qualitative descriptive study was to explore how general education elementary teachers who teach special education students in their classrooms in California described their use of pedagogy, innate qualities, and classroom culture to develop creative teaching practices. This study was guided by Cremin's theory, the three…

The classroom of today is extremely different than it was back in the baby-boomer era. Schools used to segregate and track students based on their abilities. Today, our classrooms are inclusive as schools adhere to the requirements of IDEA where all students regardless of their academic abilities or emotional status have the right to a free and…