In England, a vertical equity model of inclusive schooling has been increasingly visible in both educational policy and school practices since the 2019 education reforms. Within this mixed model of provision, alongside and in complementarity to mainstream schooling, alternative provision (AP) and special educational needs and disabilities (SEND)…

The incorporation of mental well-being provision into school curricula is increasingly the focus of government policy in the UK and internationally. However, it is not clear what well-being programmes schools provide to pupils, and how these programmes are delivered. The current study was an online survey to assess the use of whole-school…

This study investigated the self-concept of students with vision impairments who were placed in mainstream and specialist schools in South Australia. Self-Concept was studied across six dimensions, namely Physical, Moral, Personal, Family, Social and Academic Self-Concepts and the Total Self-Concept. The 'Tennessee Self-Concept Scale: Second…

All parents of deaf or hard of hearing children face challenges as they strive to provide an environment rich in language for their child. For parents on active duty in the military, however, perhaps this challenge is most acute. Faced with decisions about their child's medical or educational needs, military families must act despite geographic…

Little is known about the long-term outcomes of students who attend alternative provision (AP) settings. This study set out to analyse data published by the Department for Education which presents long-term education and employment outcomes for school pupils in England. After making comparisons by type of setting at the national level, this…

The last sixty years have been a time of tumultuous change in the American deaf community. Two deaf figures who made a great difference during this period were Frank Bowe and Jack Gannon, who passed away in 2007 and 2022, respectively. Bowe was a prominent disability rights leader, helping to secure more rights for deaf and all disabled Americans,…

Inclusive education is enshrined in law and supported by the literature as best practice in education. Inclusive education has been shown to provide better academic, social and behavioural outcomes for children with disabilities than segregated learning environments. In the Northern Territory, Australia, however, the dual system of mainstream and…

Students on the autism spectrum often require support to navigate transitions from one educational setting to another. This study examined stakeholder perceptions about the transition supports that educators employ to support students on the autism spectrum to transition from one school setting to another. A non-matched Australia-wide sample of…

The main goal of both special education and inclusive education for young people with learning or behavioral difficulties is their maximum inclusion in the community as adults. The question of which of these two approaches is more likely to achieve this goal is addressed by considering the findings of three outcome studies of young people with…

The enrollment at specialized schools for the deaf, with dormitories, is declining all around the country. A plethora of challenges serve as catalysts for this decline. If schools cannot have a thriving student population, they may cease to function in their academic capacity, thus losing access to Deaf culture and a highly qualified deaf…

Parental choice remains a central theme in education policy in England. Parents have the right to choose how their children are educated. For some families this choice is surrendered, with volition and intention, to their local authority which allocates school places after parents, statutory guardians and families have made their decisions. Where…

A key objective of inclusive education is to provide learners with special educational needs with an environment that fosters a sense of belonging. They lose the sense of belonging when they feel being separated from the rest of society. Segregation is, however, a logically necessary method and means of the pursuit of inclusion. The focus of this…

Background: Mobile phones are multifunctional devices which allow adolescents to belong to their peer group, communicate with them, and also expand their digital interactions. The aim of this research was to identify possible differences in the areas and ways of mobile phone use in non-disabled adolescents and their peers identified with mild…

The Victorian Government, Australia, committed to deliver recommendations from a review of the Program for Students with Disabilities. We report on the implementation of Recommendation 7: to explore options for how special schools could become 'centres of expertise' to support inclusion in mainstream schools. Informed by evidence reviews of…

The study analyses variations in school well-being, social inclusion, and academic self-concept in a population of Norwegian children born with a physical disability (N = 311). Overall, the children reported positive experiences regarding their social and emotional inclusion in school but tended to have a more negative experience of their academic…