Inclusion of students with Autism Spectrum Disorder (ASD) in mainstream schools has a positive impact on their social and daily living behaviors. Our objective was to identify clinical and socio-demographic variables promoting or limiting inclusion in mainstream school through childhood and adolescence. The EpiTED study is a long-term,…

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…

Internationally, there is a growing trend towards the inclusion of autistic pupils within mainstream schools. However, concerns have been expressed regarding this policy roll-out preceding empirical evidence demonstrating effective outcomes for autistic students. Concerns have also been expressed regarding the absence of the voices of autistic…

This study explores Deaf individuals' and sign language interpreters' perspectives on what it is like to work together in K-12 education. A group of 41 formerly mainstreamed Deaf individuals and interpreters offers insights into interactional dynamics (e.g., the deaf student-interpreter relationship) that influence interpreters' work, deaf…

Cerebral visual impairment is a high incidence visual issue with a prevalence rate of 3.4% of children in mainstream education (Williams et al., 2021). However, it is still a very unknown condition with very little awareness in the general public (Ravenscroft et al., 2021). The aim of this research was to better understand how CVI related visual…

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…

Adolescents with behavioral disorders suffer academic and social struggles when compared to general education adolescents in the United States. As behavioral health strategies gain greater priority in schools, interest has increased in the use of yoga practices as one of the key approaches to addressing student well-being. The majority of previous…

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.…

Students who are deaf or hard-of-hearing (DHH) have long been educated in segregated settings. The move toward inclusion now means that DHH students may choose to have their educational needs met within a non-segregated setting. Challenges face all stakeholders. Students who are DHH may experience significant needs in the areas of communication,…

The purpose of this qualitative descriptive study was to explore how public-school IEP team members describe decision-making influences and thresholds in least restrictive environment (LRE) placement for K-5 students with significant support needs in the Midwest. Decision-Making Ecology served as a framework for two research questions which…

Alternative education is broadly defined in the United States and includes variability around reasons for enrolling, choice in attending, and experiences once enrolled. In order to better understand these factors within alternative schools, this qualitative interview study, based in critical theory, included 22 current and former students from 12…

This study compared the observed and the self-reported engagement of 16 students who are Deaf or hard-of-hearing (DHH) attending mainstream schools to that of matched controls with typical hearing. Observed engagement was measured through observations in the classroom setting using the Mainstream Version of the Code for Instructional Structure and…

This qualitative study examines obstacles hindering social inclusion into mainstream classes from the perspective of Czech high school students with congenital physical disabilities. Data obtained from in-depth interviews were subjected to a situational analysis, with results indicating that the participants (N=10) perceived as challenging their…

A growing number of autistic pupils attend mainstream schools which raises questions around their educational and social inclusion. The current study explored the benefits of participating in a novel music and dance programme for autistic children and their peers, aged 5-8 years. It sought to discover whether music and dance tasks can be memorable…

This study aims to generate thorough and comprehensive review of the teacher's perspective and hands-on experience in mainstreaming LSENs in a regular classroom, including teachers' attitudes and perceptions, challenges encountered, and teaching approach in handling mainstreamed classrooms. A scoping review framework by Arksey and O'Malley's…