Teachers' perceptions and practices of inclusive education shape the way diverse students with disabilities access regular education, which impacts their academic and social performance. The purpose of this exploratory case study is to examine the perceptions of inclusion and practices that general education and special education teachers use in…

The global shift to online learning during the COVID-19 pandemic presented unique challenges for learners with special educational needs (LSENs), particularly in terms of parental involvement, which has been insufficiently explored in previous research. Although existing studies have highlighted the critical role of parents in supporting their…

In many countries around the world, students with disabilities (SWDs) have the legal right to adequate education, comparable to their non-disabled peers. What are higher learning institutions in these countries doing to ensure this is the case for SWDs? This study sought to determine the extent to which universities in Saudi Arabia provide…

To improve postschool outcomes for students with disabilities, research in secondary transition has increasingly aimed to identify in-school experiences that contribute to positive outcomes after high school. Although research on postschool success for this population has recently identified seven new predictors, operational definitions and…

Background: Engineering has its own unique disciplinary culture that establishes norms and ideals. Many of these norms and ideals are centered on White, masculine, heteronormative constructs, which tend to presuppose able-bodiedness. Students with disabilities in engineering must navigate spaces that contain inherent social and physical barriers.…

Collaborative practice between teachers and occupational therapists is promoted as best-practice to support the inclusion of students with disabilities in mainstream classrooms. However, interprofessional practice across the disciplines of education and health is complicated, and success is mediated by personal, professional, and system factors.…

This paper brings together an examination of the discursive and material architectures of equity contained within the Gonski Review, a watershed policy document in the history of Australian school funding and equity policies. The Review cemented an approach to disadvantage in school funding based around the identification of 'equity groups' --…

Empower every student to explore their creative potential with Accessible Arts Education by Rhoda Bernard. This essential guide offers practical strategies to make arts instruction inclusive for students with disabilities. Learn to reduce barriers, support diverse learning needs, and foster an equitable classroom where all students can thrive in…

The development of positive teacher attitudes towards students with disabilities is a catalyst for their social inclusion. It is therefore important that the foundations for positive teacher attitudes be laid in pre-service teacher education programmes. This article reports a pilot study that investigated the impact of a disability awareness…

The transition from primary to secondary school, encompassing the pre-, during-, and post-transition stages, often poses significant challenges for students on the autism spectrum. This critical period has garnered growing research attention; however, the perspectives of Australian parents on the support their autistic children receive…

In current Australian practice, higher education institutions provide access to reasonable adjustments for disabled students to support equitable access to learning. Although these practices can support access to learning, there are many barriers for students, including the requirement to disclose their disability, an administrative and advocacy…

Southeast Asian countries have made significant progress in advancing inclusive education, yet substantial challenges persist in fully realizing the Inclusive Sustainable Development Goals (ISDG). The ISDG offers a framework to ensure that development policies and programs are inclusive of persons with disabilities, emphasizing five core pillars:…

This study investigates Taiwanese preschool educators' beliefs and teaching practices regarding inclusive education. Emphasizing the integration of children with disabilities into mainstream classrooms, inclusive education is crucial for fostering equitable and accessible learning environments for all children. A questionnaire survey was…

The "Individuals with Disabilities Education Act" (IDEA) requires state education agencies (SEAs) to establish a general supervision system for their local education agencies (LEAs), which includes making LEA determinations. In this resource, the IDEA Data Center (IDC) provides an overview of the annual LEA determinations requirements…

As they progress to more abstract and complex levels of mathematics, students with learning disabilities (and other students who are struggling with mathematics) can face challenges related to memory and cognition, as well as potential difficulties with math anxiety. For example, quadratic functions can present several challenges for many…