The inclusion of students with disabilities with special education services into general education classes has been an integral part of education for over 3 decades. It is a worldwide movement that continues to grow. Yet, some Special Education researchers remain highly critical, even cynical, of inclusion, despite decades of research that have…

This transcendental phenomenology study examined two schools, one comprehensive elementary school and one segregated special education center, as they transitioned to become one school to create more inclusive spaces for students with extensive support needs (i.e., intellectual and developmental disabilities). The transition occurred over a…

The pathway for post-diagnostic services for autism tends to be complex, heterogeneous, and fraught with delays. This situation has repercussions for families' experience with care systems, the quality of early interventions, and family adjustment. To date, studies of parents' point of view on autism services have predominantly focused on the…

There are efforts being taken to provide students with disabilities access to education in a dual context, namely, some days at inclusive schools and others at special schools. However, there is limited information regarding how teachers are contending with such practices. This study explored teachers' perceptions of students with disabilities'…

Co-teaching is described as the pairing of a general education teacher and a special education teacher in the general education classroom for the shared instruction of students with and without disabilities. Many teachers struggle to form unified partnerships, especially in mathematics classrooms. The MathMATES project was developed to address a…

Special education teachers' attitudes to teaching students with disabilities in the regular classroom were investigated alongside demographic characteristics. They had positive attitudes to inclusive teaching, with males, expatriates and Cycle. Two teachers being more positive. Attitudes towards inclusion were not, however, significantly…

Special educators are increasingly drawing from intersectionality and Black feminist theory to make sense of the disproportionate deleterious outcomes experienced by racialized students labeled with disabilities. While intersectionality gains a stronger hold in special education discourse, agencies like the Florida Department of Education are…

The purpose of this study was to explore the role of special education professionals in Denmark, Finland, Norway, and Sweden in light of educational policies and reforms. The study places emphasis on (a) the policy context of inclusion and special needs education, (b) the formal qualifications required of special education professionals, and (c)…

Special education law has mandated that students with disabilities be served in the "least restrictive environment" possible. This often takes the form of an inclusive classroom, or a general education classroom where students with disabilities learn alongside their non-disabled peers. In some cases, inclusive classrooms are co-taught by…

This case demonstrates how school administrators' development of intersectional competence can disrupt racial inequity in special education. Intersectional competence refers to educators' preparedness to recognize how schooling is implicated in multiple, intersecting systems of oppression, collaborate with relevant stakeholders who themselves…

Education in segregated settings for pupils with intellectual disability (ID) has often been portrayed as a unified form of schooling. There is a risk of providing a simplified picture of these settings and of what pupils with ID need to learn. This is generally stipulated in policy documents, leaving room for staff in school to interpret…

This mixed-methods ethnological research study examined general education and special education teachers' perceptions of preparedness to include students with significant behavioral disabilities in the general education environment. The study used concepts within social cognitive theory (Bandura, 1986) to understand possible connections between…

Considering the significance of integrating students with disabilities into general education classes in Mississippi, it is critical to identify the methods by which co-teachers report working together, whether they have obtained the needed professional development, and which teaching model they employ in the inclusion classroom. This data can…

There are numerous reasons why students with disabilities struggle in school. A key reason is professionals in the field may not pay enough attention to students' overwhelmed cognitive capacity. Cognitive load theory explains that all humans have limited capacity at any given time to use their auditory, visual, and tactile inputs (independently or…

This article presents an exploratory study aimed to document co-taught education courses across the general-special education curriculum and to determine perceived change in students' disability knowledge as a result of taking the courses. Collaborative teaching taught by a general and special education university faculty was examined over a…