The present study examines the implications of a pedagogical approach that views at-risk children as 'specialized needs' students lacking family resources, limiting their future educational and employment prospects. This approach deliberately addresses the distinctive needs of this population. The research investigates a case study conducted at an…

Despite the rhetoric of inclusion and equal participation, educational practices end up producing social exclusion. In this research, we are interested in practices where outcomes fail to match efforts with respect to students' opportunities to participate equally. The research was carried out as a focused ethnography with young people who arrived…

The recent introduction of the "Zero Reject" policy in Malaysia signals a historical shift towards a more inclusive educational environment and a point of departure from the previous inclusive education policy. Based on this context, this article examines the influence of wider policies, both international and national, on the…

This paper analyses the recommendation section in psychoeducational reports. With educational psychologists (EPs) spending increasing time writing psychoeducational reports, the present study was conducted to analyse and assess the recommendations made by EPs in psychoeducational reports. Based on analysis of 109 psychoeducational reports from two…

Creating opportunities for meaningful social relationships between through collaborative learning has been suggested to facilitate all students' social inclusion. However, little attention has been given to the interaction processes leading to unsuccessful knowledge co-creation in mixed-ability peer groups including students with and without…

This case study examines emerging forms of schooling organised as mixtures of ordinary classrooms and special classes/special schools. In these arrangements, pupils considered to have special educational needs (SEN) can participate in ordinary classrooms together with pupils not considered to have special needs, while at the same time receiving…

International discussion on inclusive education has managed to identify various contextual, process and individual factors having an impact on implementation. In addition, learning and support assistants (LSAs) have been found to be a key element in enhancing participation and learning for all students in inclusive schools. The present…

Despite the clear importance of the student-teacher relationship, few studies have focused on children with special education needs (SEN) and learning disabilities (LD). The purpose of this study was to examine the quality of the student-teacher relationship and its effects on the behavior, work, and social and relational skills of students with…

The purpose of this study was to examine the impact of inclusive versus traditional science classrooms on eighth-grade students' attitudes towards science through mixed research design. A total of 121 students from four eighth-grade science classes participated in this study. The experimental group of students (N=61) learned a unit of structure of…

Education systems around the world, faces the major challenge of including all children in schools. Differentiated instruction (DI) is proposed as a pedagogical approach that support social, emotional and academic success for all students in the context of heterogeneous classrooms. Although, recent research draws the attention to the inconsistent…

Inclusive education has brought about a paradigm shift to the traditional roles of an educator and now require educators to accept multifaceted responsibilities to support diverse individualised needs. Even now, Malaysian mainstream and special needs educators continually report that they need better understandings and knowledge to be proficient…

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…

There are well-documented situational factors which correspond to risks of exclusion and mental health difficulties. However, in education policy, factors relating to exclusion and mental health needs are often attributed to dispositional, within-person factors rather than situational factors, or even wider systemic factors which may contribute to…

Despite the clear global inclusion agenda, gaps remain in the translation of the philosophical acceptance of inclusive education into effective teaching practices. Regarding children with special educational needs and/or disabilities, support for segregated schools hinged on the positivist, medical model of disability still challenges inclusive…

This paper begins by providing a history of Japanese law pertaining to special education and its change towards a more inclusive education with the ratification of United Nations Conventions of the Rights of People with Disabilities. With the changes in laws, more children with constant medical care needs in Japan have the opportunity to attend…