As inclusive education becomes the norm in Kindergarten to Grade 12 classrooms, general education teachers have a growing need for knowledge and skills in inclusive and special education (ISE) practice. While many early-career teachers pursue professional development in special education, pre-service teacher training plays an essential role in…

'Twice exceptionality' describes the coexistence of a learning difficulty or disability (SEN/D) and exceptional performance in one area of learning. A popular discourse around autism and savantism in the United States promotes a hierarchical differentiation of the 'twice exceptional' based on measured intelligence and commodifies support for this…

Every student receiving special education services in a school must have an Individualized Education Program describing all supports and services needed to support the student. An IEP is the avenue for students with disabilities to have access to education. Ensuring that special education teachers are competent in writing and implementing…

Our nation has declining participation in science and technology fields, even though in the United States we have seen an astounding collection of innovations in technology, communication, the Internet, and financial products. This lack of participation is even more noticeable for students with learning disabilities (SWLD) when compared to general…

Students with intellectual disability (ID) tend to have different experiences than their peers without ID as it pertains to the curriculum they receive, the locations where they are taught, and the amount of time they are provided instruction. The purpose of this exploratory study was to examine the curricular areas and contexts in which high…

In 2018, 13.3% of culturally and linguistically diverse (CLD) families with international marriages had at least one child with a disability enrolled in South Korean public schools. Increasing school diversity requires special education teachers to bring new professional knowledge(s) and identities to meet the unique needs of CLD students with…

This study examines job satisfaction among special educators while focusing on factors such as workload, administrative support, compensation, and self-efficacy. Utilizing a mixed methods approach, and informed by push and pull theory, the research in this study combines both quantitative and qualitative data analysis through the collection of…

This case study examines emerging forms of schooling organised as mixtures of ordinary classrooms and special classes/special schools. In these arrangements, pupils considered to have special educational needs (SEN) can participate in ordinary classrooms together with pupils not considered to have special needs, while at the same time receiving…

The prevalence of Autism is increasing exponentially in today's classrooms, such that general education teachers face a broad range of challenges within inclusive settings (Leech, 2008). This study investigated the degree of teacher preparedness in teaching autistic students in general education and special education classrooms by examining the…

The aim of this study is to analyse attitudes, perceptions of teacher self-efficacy and collaborative practices and teachers' opinions of the most appropriate placement for students with severe/permanent SEN. The methodology involves a survey based on a questionnaire administered to teachers in three school groups in the central region of mainland…

Despite the acknowledged importance of integrating creativity into school curricula, students with learning disabilities often lack the skill of creativity, due to its absence in classroom instruction. To address these gaps, the authors developed a needs analysis questionnaire assessing the necessity of a creativity module for primary school…

This qualitative descriptive study aimed to understand how public school administrators, who previously served as special education teachers, describe how their instructional leadership practices help them oversee special education activities, functions, and processes in the United States. The conceptual framework for this study includes a look at…

This study aims to explore the perspectives of resource room teachers (RRTs) on their role transformation from regular education teachers to special educators and its influencing factors. Semistructured interviews were conducted with 10 RRTs from inclusive education schools in Beijing, China. This study found that the RRTs have experienced three…

Teachers often have a negative perception regarding the inclusion of students with disabilities in general education classroom settings. Students with special education needs are often placed in classrooms where teachers believe they are unprepared to teach and manage classrooms in an inclusive environment. The purpose of this qualitative case…

In this manuscript a review of the prevalence of trauma among students in the United States and its impact on child development and the educational environment is conducted. Case vignettes are used to highlight the impact of trauma present in schools and a framework for implementing trauma-informed care (TIC) in special education is explored. The…