Policies aiming to promote the mainstreaming of students with special educational needs in regular classrooms have become a focal point of political discussions in many countries. However, there is a scarcity of quantitative evidence with robust empirical designs that can shed light on the long-term educational outcomes associated with mainstream…

This study used thematic analysis of interview data to explore how secondary school students with special educational needs and disabilities (SEND) perceived the one-to-one teaching assistant (TA) support they received for learning and wellbeing. One-to-one semi-structured interviews were conducted with twelve pupils in five mainstream secondary…

This quantitative study investigated the attitudes of general education teachers in the United Arab Emirates (UAE) toward the inclusion of students with special educational needs (SEN) in mainstream classrooms. Utilizing a structured questionnaire distributed to 100 teachers across various emirates, the research aimed to identify prevailing…

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…

Purpose: Considering the critical role of higher education institutions in the advancement of the 2030 Agenda, this paper aims to analyse the incorporation of the gender perspective (Sustainable Development Goal 5) in the University Cooperation for International Development. Design/methodology/approach: Following a qualitative methodological…

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…

Inclusive education in the United Arab Emirates (UAE) is evolving with ambitious policies and strategic plans. The extent to which these policies and plans are being embedded into practice in mainstream schools across the country has not been fully captured. This research used an online survey to investigate teachers' perceived competence in…

This Family and Practitioner Brief discusses how despite extensive research on school belonging for students with disabilities, research has not focused on Deaf and hard of hearing (DHH) students. Their mainstreaming experiences are often characterized by feelings of isolation and loneliness, but it remains unclear whether the factors influencing…

In both the literature on inclusive education and in international policy development, there has been considerable interest in the use of sets of indicators for the implementation of inclusive education at national and local levels. Drawing on sets of indicators developed in Europe and the Pacific Islands, this study proposes a set of such…

This scoping review presents the historical, social, and international influences that shaped the gradual move from segregated to inclusive education for all children in the Czech Republic. The introduction of the 2016 amendment to the Education Act marked a decisive paradigm shift in education policy, which formed the legal basis for services and…

Background: Attention deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, hyperactivity and/or impulsivity. Young people with ADHD have poorer educational and social outcomes than their peers. We aimed to better understand educational experiences of young people with ADHD in the UK, and make…

Inclusive education grows in complexity as schools uphold mainstream neo-liberal individualistic humanist structures. This paper begins with a review of landmark Supreme Court rulings that have reconfigured the boundaries of public schools and influenced the practice of inclusive education. These rulings have influenced how inclusive education has…

Autistic young people often struggle to cope with the daily demands of school and are likelier to experience poorer wellbeing and educational outcomes than their non-autistic peers. Among other factors, this may be because mainstream settings are unsuitable for individuals' sensory needs. Evidence suggests the unpredictable multi-sensory nature of…

Inclusive education is a priority in policy and programmes in most countries, irrespective of the numerous challenges in its implementation. This article aims to explore how teacher agency functions to implement inclusive education in mainstream schools in Nepal so that it provides a positive participatory experience for students with…

Classroom behavioural management stands as one of the most critical skills for teachers to master, both in theory and practice. This study aimed to compare the knowledge and skills in behaviour management between two groups: special education teachers in integrated special education classes and mainstream teachers in inclusive classrooms within…