Little research has been conducted to gain deeper understandings of policy change of piloting special educational need coordinators (SENCO) in a Chinese education community. In response to the change in policy towards regularisation of the SENCO, we examined a trajectory of policymaking for SEN support in Hong Kong's integrated education. Critical…

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…

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…

While inclusion has been studied in many parts of the world, there is a dearth of research on this topic in Zambia. This study investigated the perceptions of pre-service teachers about the benefits of inclusion and the resources needed to successfully include students with disabilities in general education settings in Zambia. Participants…

This article reports on a quantitative research study designed to examine the impact of organizational climate on burnout among homeroom and special education teachers working in Israeli state (non-religious) schools. The research literature identifies various causes for teacher burnout, offering evidence that special education teachers experience…

This article explores the benefits and challenges of operating an inclusive elementary and special education teacher preparation program within a disability studies framework. How does such a program balance issues of theory and practice? How does it provide students with a critical approach that essentially views disability as a social and…

The "Individuals with Disabilities Act," "No Child Left Behind Act," and "Individuals with Disabilities Education Improvement Act" call for educators to work together to teach special education students in an inclusive setting. In this regard, research supports the use of co-teaching by general and special education…

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…

Social well-being is essential to overall health and quality of life for all children, youth, and adults. However, children and youth with disabilities are often at higher risk for experiencing lower levels of social, and related emotional, well-being than their peers without disabilities. They are among those more likely to be bullied and…

Discusses the evolution of the concept of "mainstreaming," objections to the idea, the rights of the handicapped, and the rights of all students to an effective education. Responds to the critics of mainstreaming. (FL)

Across the world countries are advocating the education of children and young people with disabilities in mainstream schools. There is also increasing interest in developing effective coordination of the specialist services pupils with disabilities receive from different agencies. This is accompanied by growing recognition that such care…

Discusses four reasons why mainstreaming has made slow progress. (FL)

After briefly reviewing some research on the outcomes of mainstreaming, the author presents seven guidelines to the special education teacher for smoothing the mainstreaming process. (SJL)

This case study depicting mainstreaming efforts describes an integrated kindergarten program. The teacher's enjoyment of the class is commented upon, and descriptions of the physical characteristics of the classroom, the school, and the kindergarten students are offered. Reactions of parents of nonhandicapped children are discussed as well as…