Few studies have addressed the daily practice of applied teacher strategies aimed at facilitating the social participation of students with social-emotional problems or behavioural difficulties (SEBD). In this paper, we present two interlinked studies that address this topic. The main study reports on the development of the Teacher Strategy…

This study examined the impact of intergroup dialogue on a cohort of preservice early childhood educators. Specific attention was paid to the ways in which participation in intergroup dialogue shaped participants' sense of identity, the ways in which they "saw" multiple and intersecting identities in schools and classrooms, and how…

Special education teacher educators face multiple systemic, institutional, and social barriers in preparing teacher candidates to provide students with significant disabilities access to the general curriculum. This qualitative interview study explores how special education teacher educators are working to navigate these barriers while employing…

While the mainstream discourse around Open and Distance Learning (ODL) centers on standardization, scalability, efficiency, and cost-effectiveness, I return to a much more contextual and humane understanding of teaching and learning in ODL through feminist pedagogy. I begin my inquiry by discussing women students' experiences through the notion of…

Although intellectual disability is a culturally defined and often fluid concept, individuals with this label are often at the greatest risk of isolation and low expectations, particularly within school environments. Despite institutional narratives on educating and raising expectations for "all" students, the use of alternate curricula…

Drawing on research into three case study schools in the Greek context, this paper builds on narrative identity theory to conceptualise the nature of inclusion as part of institutional identity. The voices of head teachers, teachers and parents were analysed as they struggled with policy demands, pupil needs and lack of resources at a time of…

Children with Social, Emotional and Behavioural Difficulties have been shown to constitute a unique class of Special Educational Need, where their 'challenging' behaviour can often result in a disproportionately punitive response, rather than one characterised by a needs-based understanding of behaviour as communication. Such an understanding…

The purpose of this article is to respond to the perspectives of Agran and colleagues concerning barriers to general education placement for students with significant support needs from an "on the ground" lens of participation in mediations and due process hearings, as well as conversations with parental inclusion advocates throughout…

Educational frameworks mandate schools to adopt, design and implement strategies that support inclusive education. Despite the inclusive education policy, disability remains a major course of exclusion in learning institutions. The paper discusses the impact of school strategies in overcoming physical barriers that hinder the implementation of…

The aim of this study was to elaborate a scale to measure In-service Teachers' Attitudes about Inclusive Education (ITAIE). The 18-item scale was developed using a sample of 264 in-service teachers. Factor analysis indicated five categories: 1) the psychosocial competences of teachers, (2) the psycho-pedagogical advantages of the inclusive…

With the emergence of an entire generation of technologically infused learners comes a new challenge for educators to combat their desire for technologically enhanced isolation. The impact of social media on self-absorption and the ramifications of excessive screen time are already evident in our current generation of tech-native students.…

The primary concerns of the study reported on were to establish the challenges primary school teachers encounter in implementing the new curriculum in Bulawayo Metropolitan Province (BMP), Zimbabwe as remedies are sought. The paradigm underpinning the study was interpretivism, utilising a qualitative design. The public schools -- in both low and…

Teacher educators must prepare preservice teachers (PSTs) to become equitable practitioners who honor the voices and experiences of their future students. In this article, we advocate for centering equitable teaching in literacy education courses and making explicit how to disrupt traditional perspectives of teaching diverse students. This…

Drawing on existing evidence, including Universities UK's (UUK) own research, this guidance provides a solutions-focused call for action to universities -- working with the entire university community -- to address racial harassment and make universities safe places to work and study. To support this, recommendations are put forward to support…

This guide focuses on the curriculum and assessment requirements in Grades 10, 11, and 12 and the related policies for the B.C. Graduation Program. The guide provides a common understanding among educators, students, parents, post-secondary institutions, business, and government of the policies of the B.C. Graduation Program. The B.C. Graduation…