In this study, we examined the extent to which educators believe students with complex support needs (CSN) participate in and benefit from practices associated with school-wide positive behavioral interventions and supports (SWPBIS). We conducted a survey of 622 teachers in the United States and analyzed responses according to the implementation…

Objective: Assess administrative responsibilities and experiential effects of emotional support animal (ESA) and service animal (SA) policies on college campuses. Participants: Students at two four-year universities participated in an emotional support animals and service animals survey. Selected students and professional personnel participated in…

Students with special education needs (SEN) face challenges in developing career adaptability and self-efficacy. Using a sample of 355 students with SEN in Hong Kong, this study evaluated effects of social connectedness and meaning in life on career adaptability and career self-efficacy. Data were collected twice, participants completing…

While the COVID-19 pandemic disrupted education across the globe, special needs schools in middle- and low-income countries were particularly affected. Learners in these contexts often did not have access to assistive technologies and individualised adaptations of materials in their home environment. This study aimed to explore the experiences of…

This study provides a detailed picture of how the on-going challenge of teacher shortages in England and Wales is driving the deployment of teaching assistants (TAs) to cover classes in place of teachers. Analyses of data from a survey of nearly 6000 TAs in mainstream and special schools found that TAs cover classes for up to 4 h a week, with one…

This study examined the inclusion teachers' attitudes towards inclusive education in the public schools of Liloan District, Cebu Province Division. A descriptive-correlational design was utilized to collect data from purposively sampled 30 elementary teacher respondents through the M STATIC structured questionnaire. Most teachers were experienced…

Research has shown that nonright-handedness in children with developmental coordination disorder (DCD) is associated with poorer motor and cognitive performance. This study investigated the influence of degree and direction of handedness on performance using the Home Handedness Questionnaire, the Hitthe-Dot test, the Movement Assessment Battery…

This article aims to examine teacher readiness for inclusive education with the contextual influence of gender, age, academic qualification, teachers' teaching experience, involvement in teaching students with special educational needs, and teacher training. Using a quantitative research design, a survey questionnaire was administered to 628…

Teachers are more likely to include children with developmental needs (DN) in their classroom when they perceive that important people around them, such as principals, colleagues, and parents of children with and without DN, endorse inclusive education. Adequacy of resources and availability of training opportunities may also affect how teachers…

The purpose of this capstone was to investigate how the experiences and attitudes of educators at international schools and how they impact their perceptions of inclusive education. In this mixed methods study, 52 elementary teachers at an international school in China were surveyed on their demographics, attitudes, and experiences with inclusion…

The aim of this systematic review was to map the peer-reviewed literature (2009-2019) relating to school involvement with wraparound models in the support of students with complex needs. Specific research questions addressed explored the evidence base of the efficacy of wraparound with these students and barriers and enablers in the provision of…

This column discusses the importance of family participatory research practices with particular regard for vulnerable populations and alternative learning opportunities and the need for an expanded approach to the use of multimodalities in the classroom. The author reflects upon her experience as she conducted her dissertation, a case study with…

Childhood trauma is a national health crisis. As many as two out of every three children in any classroom across the country have experienced some form of trauma. Meanwhile, a recent study in Washington State showed that 80 percent of the children eligible for special education services were exposed to early childhood trauma, which has been linked…

Around 28 per cent of state primary school children attend 'faith' establishments in England, the majority in Catholic or Church of England schools. Research suggests 'faith' schools tend to educate proportionally fewer children from low-income families (proxied by eligibility for Free School Meals [FSM]). This paper examines whether they also…

The concept of inclusive education is well established in policy documents worldwide, but its implementation for pupils with additional support needs (ASN) still raises questions. The challenges of educating pupils with ASN increased significantly during the COVID-19 pandemic due to changes in organisation of the teaching and learning process and…