Young people who are either at risk of disengaging or disengaged from mainstream education in Ireland are often supported by what is termed 'out-of-school' or the 'alternative education' sector. A recent review of out-of-school education provision (Department of Education. 2022. "Review of Out-of-School Educational Provision." Dublin:…

Purpose: This comparative study explored the perceptions of educational stakeholders in Oman and the Philippines concerning children with disabilities and the goals of special education. Stakeholders' perspectives can influence their professional behaviours and attitudes, which, in turn, can profoundly impact children with disabilities who already…

This study investigated the perceived Teacher Self-Efficacy (TSE) of primary school teachers in Ireland who are working in special classes for students with autism. Furthermore, it sought to examine whether these perceptions of TSE were related to special class teaching experience, their engagement in professional development pertaining to autism,…

Changes to special educational needs and disability (SEND) legislation in England were implemented in 2014. Here, we evaluate the impact of these changes from the perspective of 80 autistic young people aged 16-25 years. Using an online survey and/or interviews, we examined young people's views on three key principles of the SEND reforms: the help…

The article presents findings from interviews with five caregivers of children with autism excluded from schools in England. Objectives: to determine the barriers and enablers to mainstream schooling for children with autism and to explore the emotional effect of the journey to school exclusion on the child and caregivers. Background: research has…

Cross-country comparisons in education using statistics have become increasingly common; however, they are not without difficulties. This paper explores comparative data published by the Educational Agency for Special Needs and Inclusive Education (EASIE) focusing on the indicator showing the percentage of pupils with Special Educational Needs…

Ireland's system of special education has undergone unprecedented change over the last three decades. Following major policy developments in the mid-2000s which emphasised inclusive education, there have been changes to special education school personnel and funding structures which seek to include greater numbers of students with disabilities in…

The Finnish education system is based on equity, and the basic education act emphasises the inclusion and full participation of all pupils in education. Social participation of SEN students is a key issue favouring inclusive schools. Thus, SEN pupils' experiences of social participation indicate how inclusion policies work in practice. This study…

This study examined special education and general education teacher understandings of inclusive education for their students with complex support needs. Teachers were asked to discuss their experiences with inclusive education, focusing on their students with complex support needs in the areas of behavior, cognition, or medical/physical needs. The…

Opportunity for an equal education is one of the cornerstones of the United States educational system, and it means access for all to all that is available. Today, the vast majority of Latino multilingual learners are not on a trajectory to participate in 21st century science, technology, engineering, and math (STEM) careers. The Latino share of…

The educational field is traditionally characterized by a distinction between general and special education in educational practice, theory and research. Especially in cross-professional collaborative processes related to inclusion, it becomes evident that the professionals represent different perspectives and positions with different roles,…

The attrition of teachers working in mainstream public schools is a concerning trend. While some research on attrition with teachers in general or special education teachers is present, few studies exist within the field of Deaf education that explore the teacher attrition in mainstream schools and none are found that utilized a qualitative…

Several studies on the impact of COVID-19 on children's wellbeing have been published, including for those with Special Educational Needs and Disabilities. However, limited evidence is available on who these children may be, their socioeconomic background, age, gender or type of school attended. This study examines the role of socio-demographic…

Children with special educational needs included in Austrian mainstream schools are provided with special educational support, which aim to create learning environments, that meet the children's needs on an individual level. Little is known about what adjustments children with special educational needs in mainstream school classes require to…

Educator teams consisting of a general education teacher and a special education teacher were recruited to participate in a project where they used the Systematic Supports Planning Process (SSPP) to plan, implement, and monitor individualized supports for students with intellectual and developmental disabilities (IDD) attending general education…