Qualitative research methods were used to explore the factors that informed general and adapted physical education teachers' coteaching practices within an inclusive high school physical education program. Two physical education teachers and one adapted physical education teacher were observed over a 16-week period. Interviews, field notes, and…

This qualitative study examined the influence of school culture on services for students with significant support needs. Students with significant support needs are defined as those who typically have cognitive impairments, often paired with sensory and physical challenges, and who require substantial supports to receive benefit from education.…

Managing practical science activities effectively is demanding for any teacher and especially so for inexperienced practitioners. Add the problems posed by integrating children with learning and behavioural difficulties and one has the sort of challenge that makes working in education rewarding--but not easy! As a newly qualified teacher, the…

Schools have embraced the need for true collaboration among general and special educators. Many believe that if educators with varying areas of expertise and frames of reference are able to come together and collaborate on a daily basis in the same classroom, all students will benefit more: socially, behaviorally, and perhaps most important,…

Transition programs based on college campuses for students with intellectual and other developmental disabilities (IDD) ages 18-21 provide an opportunity for age-appropriate inclusion when peers without disabilities graduate from high school at age 18. The purpose of the present study was to examine the general characteristics of postsecondary…

The effort to make schools more inclusive, together with the pressure to retain students until the end of secondary school, has greatly increased both the number and educational requirements of students enrolling in their local school. Of critical concern, despite years of research and improvements in policy, pedagogy and educational knowledge, is…

This paper examines teachers' perceptions of their working relationships with learning support assistants (LSAs) when seeking to incorporate young disabled people and pupils with special educational needs (SEN) within mainstream physical education (PE), an area that has been a largely neglected aspect of research in inclusive education. The…

In the Netherlands and the USA, the assessment process is changing for children who present learning and behavioural challenges in school. Evaluations for eligibility determinations and support planning are shifting along with disability models and tensions over the provision of inclusive schooling. Legislative edicts influence the assessment…

This study examined the science and mathematics achievements of 16 Year 9 students with hearing loss in an inclusive high-school setting in Western Australia. Results from the Monitoring Standards in Education (MSE) compulsory state tests were compared with state and class averages for students with normal hearing. Data were collected from three…

This article describes a study that aimed to answer the following question: "Will a programme of professional development in the area of special and inclusive education be effective in achieving attitudinal shift in teachers?" Forty-eight teachers who were enrolled on a Master's programme in Special and Inclusive Education were surveyed via a…

This study extends teacher coaching with written performance feedback as a means to increase behavior-specific praise statements (BSPS) in inclusion classrooms at the high school level. Three inclusion math teachers increased their use of BSPS during mathematics instruction. On-task intervals and frequency of BSPS were measured throughout the…

The need for knowledge and understanding of inclusive practice is now required in higher educational contexts as increasing numbers of students with special educational needs enter the university system. This has implications for university teachers whose background knowledge and experience of teaching students with special educational needs is…

During the last few years, across Europe, special education has been orientated towards an inclusive model. Accordingly, in Greece, special education functions as an integral part of general education. However, few studies have investigated how children in the mainstream school understand diversity issues and specifically learning difficulties.…

During the past 2 decades, pivotal response treatment (PRT) has emerged as an evidence-based methodology for intervening with the behavioral, communicative, social, and academic impairments of children with autism. Unlike other highly structured behavioral interventions for autism, PRT emphasizes principles over procedures and focuses on enhancing…

This study addresses the convergent validity of a new teacher questionnaire to assess the social participation of students with special needs in regular primary schools. The Social Participation Questionnaire (SPQ) consists of four subscales representing four key themes of social participation: friendships/relationships, contacts/interactions,…