The present study examined the conditions and challenges of successfully including adolescent students with mild intellectual disabilities within a mainstream school context. The study was based on qualitative interviews with nine special education teachers who worked in special education groups in lower secondary schools. A thematic structural…

This paper investigates the potential of digital technologies for strengthening the participation and inclusion of learners with developmental and attention deficits (focus learners) into the mainstream classroom. The paper describes the authors' approach to the challenge of researching the extent, to which digital technologies may support the…

In this article, we describe results of a reanalysis of two randomized studies that tested the effects of enhanced anchored instruction (EAI) on the fractions computation performance of students in special education resource rooms and inclusive mathematics classrooms. Latent class analysis and latent transition analysis classified students…

Virtual education in the United States continues to be a popular option for K-12 students. The enrollment in full-time virtual schools not only represents typical learners but a growing number of students with disabilities, including low-incidence disabilities. In some states, this population exceeds the state-wide average percentage of students…

Since the 1970s there has been a growing legislative focus, in the United States and abroad, on providing inclusive education for students with disabilities in the least restrictive environment alongside their typical peers. However, this shift in policy has not resulted in a comparable shift in practice. Key factors shown to influence the success…

The focus of this article is on the role and contribution of policy research in contexts of social transformation. With reference to education transformation policies in post-apartheid South Africa, the argument is developed that research studies vary in their contribution to change, as a function of the paradigmatic assumptions and methodological…

Frustration, anxiety, and loneliness define too many high school experiences. For students with mental illness or other disabilities, this characterization is almost universal. Students with disabilities begin their high school careers immediately labeled as "special" and soon are ostracized from the larger student community. In high…

In the twenty-first century, organizations need to actively work to foster diversity. This is important because it is the just response to an uneven playing field, because the rapidly changing demographics in the United States demand that institutions be responsive if they are to survive, and because heterogeneous groups are more effective than…

The paper focuses on the promise of equity that underlies centralized evaluation policies and its relation to difference, or in other words to the singularity of the subject. I defend that without taking the issue of difference into consideration, there is no education, and that the unique subject is what is aspired by education. The analyses rely…

This article briefly considers current positions about whether the inclusion of the perspectives and interests of marginalised groups in the construction of knowledge is of epistemic value. It is then argued that applied social epistemology is the proper epistemic stance to take in evaluating this question. Theorists who have held that diversity…

In her novel "Power," Linda Hogan provides readers with a close look at how separatism and syncretism, or exclusion and inclusion, are complex ideologies that lead to complex decisions. A close look at the novel reveals that the tensions and sharp dichotomies between the traditional world of the Taiga elders and the European American world,…

Using narrative inquiry, this book shares the author's transformative journey as a literacy teacher and researcher examining her experience as a White, middle-class female. The author argues that it is not enough for teachers to implement curricula and pedagogical strategies designed to foster inclusiveness. Instead, teachers must look inward,…

This study examined autism support teachers' attitudes about inclusion, as well as perceived barriers and resource needs. A survey was developed for this study and administered to 27 elementary teachers in autism support (AS) classrooms in a large, urban district. Approximately 75% of students in the sample were educated primarily in…

Black boys in racially segregated urban schools are vulnerable to the trappings of the school-to-prison-pipeline. In this article, I use narrative inquiry and critical race theory (CRT) to examine the stories of two elementary school principals struggling to create more inclusive schools for Black boys with emotional disabilities (ED) in a…

In recent decades, Norwegian schools have experienced increased cultural diversification among students. Growing heterogeneity in origin and culture may enhance the risk of student marginalisation, segregation and exclusion. In response to these challenges, this paper examines students' intercultural empathy and, particularly, how schools can…