The current study was conducted to examine the types of adjustments used to support students with special educational needs in mainstream classrooms and how schools monitored the effectiveness of the adjustments they use. A range of stakeholders were interviewed in 22 mainstream schools across New South Wales, Australia, and the interviews were…

The growth in the English language learners (ELLs) population in the classroom has given rise to the need for teachers to employ strategies that are both innovative and culturally responsive. A Florida school district has implemented the Imagine Language and Literacy program to meet the growing academic and linguistic demands of its ELL students.…

This study examined special education and general education teacher understandings of inclusive education for their students with complex support needs. Teachers were asked to discuss their experiences with inclusive education, focusing on their students with complex support needs in the areas of behavior, cognition, or medical/physical needs. The…

One objective in Finnish basic education is for pupils with disabilities or behavioral problems to be able to participate in mainstream education and ordinary classrooms. Positive behavior support (PBS) is an approach that offers multi-tiered behavior support for pupils. In addition to providing support at a universal level, educators need to have…

The increasing number of children on the autism spectrum entering mainstream schools requires classroom teachers with the knowledge and skills to create supportive and inclusive environments in which these students can thrive. This paper reports the perspectives offered by 33 teachers who volunteered to trial an Early Years Model of Practice…

Pupils with Special Educational Needs and Disability (SEND) have the greatest need for excellent teaching and are entitled to provision that supports achievement at, and enjoyment of, school. The attainment gap between pupils with SEND and their peers is twice as big as the gap between pupils eligible for free school meals and their peers.…

This 'best available evidence' review was commissioned by the Education Endowment Foundation (EEF) in 2019 to inform the Special Educational Needs and Disability (SEND) Guidance document (EEF, 2020). This review was commissioned explicitly as a broad overview of evidence across a range of topics, with the intention that the EEF might then…

Two key areas identified for research are differences in practice between nurture groups and mainstream classrooms, and nurturing approaches in rural and low-density populations. This study compared classroom practice in a nurture group serving a wide rural area with the four mainstream classes to which the five children in the group belonged. The…

The present study attempts to evaluate the effective teaching practice for children with special learning needs. The research question framed in the present study for investigation is which practice will be effective in different inclusive classroom settings and what are the factors that contribute for effective practices? Qualitative research was…

There is often intense and passionate debate about the inclusion of those students with the most complex social learning and behavioural needs. This paper, written from a parent's perspective, is based on a case study of a 15-year-old adolescent with severe and high functioning autism that was comparatively well-resourced through the new…

Education for people with a disability has changed over the years, moving from a philosophy of integration to inclusion. This philosophy requires a whole school approach spanning issues such as access, opportunities for learning, social experiences and developing a culture of acceptance. While this poses many challenges for individuals, schools…

Current federal legislation holds schools accountable for ensuring that all students, including those with disabilities, make adequate yearly progress on academic achievement measures, while also including students with disabilities in general education settings whenever possible. Schools are thus expected to be both excellent and equitable in…

The Specialist Schools and Academies Trust (SSAT) was commissioned by the Department for Education (DfE) to research ways to improve outcomes for children and young people with the most complex educational needs and disabilities through the development of evidence-based teaching and learning strategies. The programme of research brought together a…

This paper takes as its principal theme barriers to the inclusion of pupils perceived as experiencing social and emotional behavioural difficulties (SEBD) and how these might be overcome. It draws upon an evaluative case study of an initiative, devised by the author, to support pupils--the Support Group Initiative (SGI)--which was conducted over a…

The purpose of this study is to identify the requirements for the success of the integration program and to find out the causes of success and to provide optimal services for the students with disabilities in regular schools. The study attempts to answer the following questions: (1) What are the most important requirements of the success of the…