Tracing developmental pathways of immigrant-origin adolescents, this 3-year longitudinal study (2012-2015) examined within-person changes in cultural orientations and their consequences for school adjustment. Multivariate latent growth mixture modeling confirmed multiple pathways of integration, revealing variable acculturative changes along dual…

International research findings offer inclusive education teachers various pedagogical tools to support student diversity in inclusive classrooms to counter educational disadvantages. However, according to previous research, embedding research evidence in pedagogical practice at the classroom level is rare in schools. Our study explored Ghanaian…

Teacher hiring is often a dysfunctional time-consuming bureaucratic procedure, which is not always completed on time due to organisational impediments, budget cuts and slow-moving political processes. Specifically, late hiring has been reported to affect negatively teachers' as well as students' performance. This study examined the extent of late…

Despite the longstanding federal mandate to place students with disabilities in general education classrooms to the maximum extent appropriate, most students with intellectual disability continue to spend most of their time in separate classrooms and schools. In this study, we describe longitudinal educational placement patterns in six states that…

This study explored the schooling experiences of secondary-aged pupils with and without SEND attending three mainstream schools in England. Thirty-seven young adolescents with SEND and eight without agreed to be interviewed. Thematic analysis revealed the challenges these young adolescents with SEND encountered to feel included in their schools…

Inclusion of special educational needs and disabilities (SEND) in the UK mainstream school provision has been identified as a human right in the United Nations Convention for the Rights of Persons with Disabilities (UNCRPD). The UK Children and Families Act of 2014 stipulates that children in mainstream school provision must have access to…

The education of students with disabilities has been subject to consistent growth and reform within the United States. Federal acts and initiatives continue to pave the way towards increasingly inclusive educational programs. Mainstreaming, the process of providing students in special education access to the same resources as their similar-grade…

Background: Mobile phones are multifunctional devices which allow adolescents to belong to their peer group, communicate with them, and also expand their digital interactions. The aim of this research was to identify possible differences in the areas and ways of mobile phone use in non-disabled adolescents and their peers identified with mild…

A mainstream classroom teacher's knowledge in identifying and implementing student accommodations and special need services for Deaf and Hard of Hearing (DHH) students is crucial in meeting the academic needs of these student. Within recent years, more and more special needs students are being mainstreamed from special day classes into the general…

Students of color are the majority in many U.S. urban public schools, yet U.S. education policy and practice continue to be centered largely on White, middle-class, monocultural, and monolingual norms of educational achievement (Alim & Paris, 2017). The purpose of this phenomenological study was to learn more about the teacher decision-making…

Students with intellectual developmental disability (IDD) may have impairments in conceptual, social, and daily life areas that will require support when these students are included in mainstream settings. In order to examine the facilitators and impediments involved in inclusion of students with IDD in regular schools in Israel, we interviewed…

The study aimed to explore the challenges and potential benefits of online delivery in preparing pre-service teachers in the United Arab Emirates (UAE) for inclusive teaching. The study specifically examined their readiness to assist students with special educational needs (SEN) within the K-12 education system. It employed semi-structured…

Background: South African schools accommodate a wide range of learners with various learning abilities in accordance with the policy of inclusion. However, little is known about how learners with learning disabilities are supported in the classrooms. Aim: The study sought to explore how learners with learning disabilities are supported in…

Despite federal policy and litigation, the continued placement of students with extensive support needs (ESN) in separate classes and schools continues across the United States. Since the enactment of the Education for All Handicapped Children Act (1975), there has been a continuous stream of research regarding the positive effects of including…

Inclusion classes (IC) are one of Greece's most crucial educational inclusion policies. This paper explores the institution of inclusion classes as a supportive educational framework for students with special educational needs and/or disabilities (SEND) for their inclusion in the mainstream education system through teachers' conceptualisations. In…