Interviewing students with special needs (SSNs) comes with a unique set of ethical and practical challenges that require highly specialised skills and interviewing protocols. Our objectives were to identify the most appropriate tools for collecting data from SSNs, key differences in interviewing students with and without special needs, and ethical…

Background: Despite the significant emphasis on self-determination in special education and the crucial role of mobile learning, there is a notable absence of path modelling studies that explore the effect of self-determination on the usage of mobile learning by students with special needs. Objectives: This study sought to investigate the…

Learners with special needs experience myriad problems in general and special education. These problems range from minor academic, social, emotional, and behavioral problems to major disenfranchisements, disadvantages, and disillusionments. In addition, these problems can be very intense. As a result, they call for innovative and creative…

Around the world, the number of learning assistants (LAs) employed in schools has increased dramatically over the last two decades. Underpinned by the global move towards more inclusive education, and consequently an increasingly diverse school population, they now play a key role in supporting learners with additional needs. A number of concerns…

Universal Design for Learning is a pedagogical approach that aims 'to improve and optimize teaching and learning for all people based on scientific insights into how humans learn' (CAST website, n.d.). Originating in the context of K12 education in the United States, the core principles involve the provision of multiple means of representation,…

Reasonable accommodations (RA) for children with special educational needs (SEN) need to be decided in collaboration with all stakeholders. Even though parents play a crucial part in the inclusive school trajectory or their child with SEN, they often miss a clear role in this decision-making process. In this research, using interpretative…

Task analysis is an evidence-based practice that promotes independence and instruction in inclusive settings. Although task analysis has an extensive history in the field of special education, recent research extends the application to both teachers and students, a pro-active approach, and promotes self-monitoring. When students with extensive…

This study explores Learning Performance Analytics in the context of the Figurenotes Music course for young children aged 2 to 6 with special needs in Taiwan. Using the ARMA model, the researchers analyze the dynamic learning outcomes of 46 participants in two-stage courses over 32 weeks. The empirical findings reveal that children aged 2 to 3…

This study aimed to explore the opinions and preferences of students with special needs who receive resource room services. The participants included 113 students aged between 7 and 13 years, and data were collected through a questionnaire that focused on the students' experiences in the resource room. The findings indicate that students require…

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…

There is already an abundant literature on the virtues of simulation in education. However, there is also a lack of assessment instruments to determine the impact of virtual simulation and virtual exchange on participants' self-realisation of learning in teacher education. The aim of this study is to identify the variables that best describe…

The concept of meritocracy stands as a fundamental ethos within the governance and educational paradigms in Singapore. This principle, notwithstanding its intrinsic paradoxes -- most notably, the juxtaposition of egalitarian ideals against elitist practices -- remains steadfastly upheld, with no indications of waning in the foreseeable future. A…

This paper explores experiences of pastoral staff, working in social, emotional, and mental health (SEMH) special secondary schools, regarding the psychological impact of their work. To date, attention has been given to the educational experiences of pupils attending SEMH schools and teachers working with pupils with SEMH needs in mainstream…

Modern educational technology systems allow learners to access large amounts of learning materials such as educational videos, learning notes, and teaching books. Automated summarization techniques simplify the access and exploration of complex data collections by producing synthetic versions of the original content. This paper addresses the…

An individual is considered to have special educational needs (SEN) if they require special educational provision to enable them to access education (British Educational Research Journal, 2011, 37, 421). In 2014, a new SEN code of conduct was established, which saw further amendments the following year…