Despite the longstanding federal mandate to place students with disabilities in general education classrooms to the maximum extent appropriate, most students with intellectual disability continue to spend most of their time in separate classrooms and schools. In this study, we describe longitudinal educational placement patterns in six states that…

This article proposes the application of the principles of Universal Design for Learning (UDL) as a framework for promoting inclusion in outdoor learning in primary school settings. The authors conceptualise outdoor learning, highlighting the potential for more child-initiated experiential learning. Yet this paper is not concerned only with…

Purpose: The present study aims to statistically prove the theoretical model on inclusive higher education provided by Srivastava and Shree (2019), which analyzes the effect of authentic leadership (AL) on inclusive classrooms (ICs) with the intervening role of academic optimism (AO) and art-based innovation pedagogies.…

This study highlights how 19 senior student affairs officers (SSAOs) perceived social justice and inclusion (SJI) content in higher education and student affairs (HESA) graduate programs. While SSAOs across identities and institutional types viewed SJI as a programmatic strength, they named tensions between advocacy and administrative work and…

Incorporating information and communication technology (ICT) in inclusive classrooms requires competent teachers, both technological and pedagogical. To contrast these theoretical assumptions, this study aims to identify the level of training and technical knowledge of primary school teachers in Spain regarding the use of ICTs for supporting…

Inclusive preschool classrooms have become increasingly common in recent decades, affording opportunities for children with and without disabilities opportunities to interact and develop positive relationships. Children with disabilities may be unintentionally excluded from these interactions due to communication differences. This paper discusses…

This paper shares K12 educators' efforts to marshal local support for the act of basic inclusion: welcoming all communities as equally valuable. We share data from a national pilot of #USvsHate (usvshate.org), an educator- and student-led "anti-hate" messaging project. In interviews, participating educators revealed careers of…

This study explored the schooling experiences of secondary-aged pupils with and without SEND attending three mainstream schools in England. Thirty-seven young adolescents with SEND and eight without agreed to be interviewed. Thematic analysis revealed the challenges these young adolescents with SEND encountered to feel included in their schools…

The objective of the current study is to evaluate inclusive education services in public schools following the issuance of central and local government policies in Indonesia regarding the implementation of inclusive education. This study collected data from 47 teachers' public schools in four cities (Malang, Batu, Solo, Boyolali) in Indonesia…

Purpose: The aim was to identify the competencies professionals need to promote co-creation engagement within communities. Design/methodology/approach: Co-creation could contribute to building community capacity to promote health. Professional development is key to support co-creative practices. Participants were professionals in a position to…

To satisfy the global commitment of promoting 'Education for All', Ghana, a sub-Saharan African country developed an inclusive education policy to define the government's strategic path for the education of children and youth with special education needs. Years after making this commitment, research evidence has revealed significant challenges…

The literature supports transformative models of professional learning and development (PLD) such as professional learning communities (PLCs). However, there is a research gap relating to PLCs for inclusive practice. This paper draws on findings from a qualitative study with 10 teachers in an urban primary school in the Republic of Ireland, who…

This article discusses the importance of PE teacher embracement of AEAs, provides several specific practical examples for PE teachers looking to enhance AEA inclusion in their PE programs, and concludes with practical strategies to help overcome common PE teacher-cited barriers related to embracing AEAs.

Perspectives of peers without disabilities are considered a significant determinant of successful integrated physical education. The purpose of this study was to explore students' perspectives of including students with physical disabilities in physical education in Singapore. Primary and secondary school students (n = 219) provided their…

The main purpose of this paper is to offer important insights into both immigrant and native students' experiences on interculturalism as well as identifying their inputs regarding the ways in which intercultural school development could occur. Interviews were carried out with 48 children; 24 Cypriots and 24 immigrants from 4 primary schools in…