This qualitative study examined general education teachers' beliefs and attitudes about current mainstreaming practices. Data were collected using focus groups and individual interviews. The following research questions were the basis for the interviews and observations: 1) What are teachers' beliefs and attitudes toward mainstreaming? The…

As educational leaders continue to struggle with the "Highly Qualified Teacher" mandate of the No Child Left Behind (NCLB) legislation, many are turning to co-teaching models that are designed to incorporate regular education and special education teachers into the same classroom to deliver instruction. This model appears to address the…

This study addresses differences between pre- and in-service teacher beliefs about readiness and self-competency in helping English language learners' (ELL) language and academic achievement in content area classes. It also examines the role of gender and certain background factors in mediating differences in beliefs while providing suggestions to…

The student voice is growing rapidly in education, driving many educational initiatives and policies as well as research. The voice of students with social, emotional and behaviour difficulties, however, is one of the least heard, with relatively few studies that sought to capture the voice of these students in an authentic and emancipatory way.…

Research clearly indicates that early intensive behavioral intervention is an effective intervention for young children with Autism Spectrum Disorder (ASD). However little is known about the longitudinal development of these children. The purpose of this study was to examine the outcomes for a number of children with ASD following intensive…

The idea of inclusive education has featured very highly in the educational priorities of many countries. Our involvement with the literature that relates to inclusion leads to the conclusion that, if we are interested in moving towards more inclusive practices, a factor that has to be studied in more depth is leadership and its role in developing…

A meta-analysis of single-subject research was conducted, examining the use of Social Stories[TM] and the role of a comprehensive set of moderator variables (intervention and participant characteristics) on intervention outcomes. While Social Stories had low to questionable overall effectiveness, they were more effective when addressing…

This paper gives an account of one aspect of a recent research project that explored dimensions of inclusion in mainstream schools in Ireland. In particular, the working lives of teachers who have specific responsibility for students with disabilities and/or special educational needs (SEN) in mainstream schools were explored. In Ireland, such…

This article presents a selection of the results gleaned from research analyzing the way social exclusion processes are constructed among young adults between the ages of 18 and 25. The paper focuses on a subset of the population studied: young people with disabilities. Likewise, we limit our study to the dimension of school-related experiences.…

This study examined the applicability of the construct transfer climate in EAP education. In an EAP setting, transfer climate can be viewed as the support for learning transfer from an EAP course that students perceive in mainstream academic courses. The research question was as follows: What can a transfer climate perspective reveal about…

This study focused on terms anchored in special education and associated stigma of disability in schools. The Individuals with Disabilities Education Act ensured the right to education in US public school systems for students with disabilities. An associated term asserted that children with disabilities must be educated in the least restrictive…

Stating an individual to focus and considering him as a value that should be developed independently have gained importance in our classes where understandings stating students and learning to central point were gathered with new curriculum under the same roof. Each student's learning and teaching lives transformed into an academic synergy by…

Disability and dependence are integral to the human experience and yet have been largely marginalized or denigrated within Western philosophy. Joining a growing counter narrative from the disability studies movement, several mainstream moral philosophers are helping to redress this error. In this essay, the author discusses ideas from four such…

This article is based on empirical research undertaken by John Baker, headteacher of the largest day special school for pupils with a range of learning difficulties in Essex, as part of his EdD studies at the Institute of Education, University of London. Its focus is on the perceived challenges and opportunities which headteachers of special…

This article attempts to shed light on what is meant by the statement that inclusive education is the core of the Education for All (EFA) agenda. Against the backdrop of some fundamental concerns relating to the EFA goals expressed by UNESCO's Assistant Director-General for Education, the article highlights the necessity and pertinence of…