Background: Students with disability show an increasing incidence of school failure. Quality teaching and appropriate support may foster high self-efficacy, a predictive factor for successful school outcomes. Physical Education (PE) can provide students with a context in which self-efficacy and participation are promoted leading to improved…

In this article we unpack the obstacles and opportunities associated with language minority student classification practices and, more specifically, English language learners' reclassification to fluent proficient status. First, we discuss classification permanency for language minority students. Second, we provide an overview of national…

The goal of this study was to explore the mediating role of 'absenteeism acceptance' between different leadership styles and school ethical climate (SEC) on organizational citizenship behaviors (OCB) and voluntary absence among Israeli teachers. 304 teachers were randomly selected from 304 different mainstream and special-education schools. The…

The use of 'soft barriers' to deter students with special educational needs (SEN) from accessing some schools has been reported in the Irish media. This article investigates the influence of ethos and culture on access to and inclusive practice in mainstream schools in Ireland. Ethos and culture are nebulous concepts yet are integral to how…

This resource outlines case studies for providing specially designed instruction (SDI) and related services across school reopening models, including considerations for identifying settings and least restrictive environment (LRE). The case studies examples include elementary, middle school and behavior, secondary transition, and preschool. There…

The Individuals with Disabilities Education Act (IDEA) requires that schools assist students with disabilities to develop independent living skills and abilities essential to succeed in most of their life's endeavors. According to the law, each student with a disability must have an individualized education program (IEP), and the IEP must address…

This article expands on 10 critical actions within the American Association on Intellectual and Developmental Disabilities (AAIDD) and The Arc's 2018 joint position statement on the right of students with intellectual and developmental disabilities (IDD) to have a free and appropriate public education (FAPE): (a) zero reject; (b) nondiscriminatory…

The purpose of this study was to examine parental perceptions about Health Related Quality of Life (HRQoL) of typical education and special education students in Greece. The Pediatric Quality of Life Inventory (PedsQL) was administered to the parents of 251 children from typical schools, 46 students attending integration classes (IC) within a…

Teacher education institutions play a key role in preparing pre-service teachers to graduate as competent and confident inclusive educators. Seeking to understand pre-service teachers' current perceptions of diversity and inclusion, and how they perceived themselves as future inclusive educators, this qualitative study employed inductive analysis…

This study examined mainstream teachers' preparation for inclusion in Early Childhood Education (ECE). Embedded within the "core expertise" of inclusive pedagogy, this descriptive study drew on a sample of 23 mainstream teachers purposively drawn from the Midlands educational province of Zimbabwe. A constant comparative approach of…

Removing barriers to learning for children with mild to moderate disabilities in mainstream primary classrooms calls for creative approaches that exploit the cognitive and sensory strengths of each child. Although their efficacy has not been fully explored, pictorial, symbolic and written supports are often used with the intention of helping…

The main aim of this research is to examine the basic features of student teachers' professional beliefs about the teacher's role in relation to teaching mainstream pupils and pupils with developmental disabilities. The starting assumption of this analysis is that teacher professional development is largely dependent upon teachers' beliefs about…

This paper presents some of the emerging outcomes from the experiences of a Maltese school that decided to embrace the philosophy of inclusion using a whole school approach based on the social model of disability. This was a qualitative study based on focus groups. A thematic analysis was used within an interpretative approach of hermeneutic…

This article sought to add the voice of the preservice teachers to the discourse by presenting their perceptions regarding the appropriateness of their training for teaching in inclusive-education frameworks. Preservice teachers completing their first (N 18) or third year (N 18) in the various types of teacher-training programs (early childhood,…

There is considerable demand for special education services for the over half a million students with autism in the United States. While assistive technology may augment educational services, its implementation is often prevented by a number of practical and attitudinal barriers. These barriers are especially pertinent for the newest and thus…