We analyse the meanings that rural schoolteachers construct about inclusion, following the entry into force of the School Inclusion Law in Chile in 2015. Rural schools are more than half of the schools in Chile. This is a qualitative study involving six rural schools in the north, centre and south of the country, with a basis in action research…

Educational scholars have argued for fair pedagogical practices in response to the learning needs of diverse students. While pedagogical fairness has been widely advocated, few studies have systematically assessed its impact on student learning, and even fewer have examined pedagogical fairness from a school organisational perspective. To narrow…

Drawing on the thinking of Knud Ejler Løgstrup (1905-1981), this article examines the place of mistrust and trust in the exclusion or inclusion of young refugees. Mistrust directed towards refugees takes an entirely depersonalised form when it results from exclusionary processes that situate unique persons within generalised categories. Refugees…

This paper explores how special educational needs (SEN) and social class can become intertwined in post-primary school choice in Ireland. The paper draws on data generated during a three-year ethnographic study of a DEIS school. Data are analysed using Holland et al.'s (1998. Identity and Agency in Cultural Worlds. Boston, MA: Harvard University…

In the last two decades there has been a rapid increase in the number of students with autism who are enrolled in mainstream schools. Since the publication of the Salamanca Statement in 1994, the right to inclusive education for all children, including those with disabilities, has been increasingly recognised. This has created tensions and…

What does it mean for a teacher to welcome all children? This article explores this question by first documenting my own difficulty as an elementary school classroom teacher to welcome one particular child who had recently immigrated from a refugee camp. I explain how the theory of hospitality both addresses the failures of my own teaching and…

This paper draws on qualitative interviews conducted with school staff in four multi-ethnic urban public schools in Santiago, Chile, to provide a sociological analysis of common-sense constructs surrounding victimisation. The questions guiding the study were to what extent school staff share similar perspectives toward victimisation (as…

A refugee crisis is taking place as an unprecedented number of people, half of whom are under the age of 18, become displaced following conflict and persecution in their home countries. In the Aotearoa New Zealand context refugees will continue to be welcomed, so it is important for schools and the wider education system to support inclusion of…

Policies exist to regulate the use of restraint and seclusion so that they are only implemented when necessary and following appropriate standards and procedures. These policies often focus on students with disability. This qualitative study explored school leaders' understanding, use and perspectives of the Restraint and Seclusion Policy mandated…

Learners who experience learning challenges are at risk of not accessing equitable education opportunities in South African schools. This is despite teacher education and system reform initiatives towards more inclusive education. To discover what constrains inclusive teaching, we conducted a qualitative study at four schools in a South African…

In inclusive education, Disability Studies is a framework that has been useful for identifying gaps in theory, in practice and the spaces in between. Disability Studies in Education also provides new spaces in which to manoeuvre, re-framing theory, reflecting on and (potentially) shifting practice in classrooms, schools, and national policies and…

The rising number of students in schools identified as being on the autism spectrum has placed pressure on school leaders and staff to gain knowledge and take on new practice. A school-wide autism competency (SAC) approach utilises the research on elements of effective practice to build the capacity of school leaders and staff to create inclusive…

In South Africa most children with physical disabilities, including cerebral palsy, are still excluded from mainstream education. The purpose of this paper is to focus on a few successes and hear the voices of students themselves in exploring factors that "facilitated" their successful completion of mainstream schooling in Cape Town.…

Due to the increase of economic immigration over the last few decades, South Korea has rapidly become a multi-ethnic society. The number of students with a multicultural background (SMBs) has increased more than tenfold in the past ten years. Research has revealed that despite physical inclusion of SMBs in general classrooms, SMBs tend to struggle…

A central aspect of inclusion is to grant all children opportunities to participate and gain from a fellowship in school. However, some categorised groups of children are more prone to segregation and exclusion than others. Drawing on philosopher Ian Hacking's theories of the interactive relationship between how categories influence the…