Post-diagnostic support for autistic adults in the United Kingdom is geographically inequitable and, in general, considered inadequate. This results in autistic adults facing unnecessary challenges and wide-ranging poor outcomes. A modified Delphi study sought to establish autistic adults' priorities for optimal provision of post-diagnostic…

Understanding equitable practice is crucial for science education since science, technology, engineering, and mathematics (STEM) fields and STEM learning practices remain significantly marked by structural inequalities. In this paper, building on theories of discourse and situated meaning developed by Foucault, Gee, and Sedgewick, we explore how…

Land acknowledgments are one step that educators and institutions can take to begin realigning their relationship with Indigenous peoples. However, many fear doing more harm than good when taking the first step of doing a land acknowledgment. In this paper an instructor who overcame such hesitation and an Indigenous faculty member share a six item…

Emerging technologies present new possibilities for schools, but also present ethical issues for designers. Ethical issues arising from the design, accessibility, adoption, and implementation of emerging technologies in schools are intertwined with existing power dynamics, hierarchies, and decision-making norms that perpetuate entrenched…

The intake of students with autism is increasing in inclusive classrooms. Teacher preparedness in teaching these students is an essential requirement for effective education. Little is known about teachers' current educational experiences underpinning their preparedness in teaching autistic students. This study utilised semi-structured interviews…

Special education teachers' attitudes to teaching students with disabilities in the regular classroom were investigated alongside demographic characteristics. They had positive attitudes to inclusive teaching, with males, expatriates and Cycle. Two teachers being more positive. Attitudes towards inclusion were not, however, significantly…

International recognition of Special Educational Needs Coordinators (SENCos) as agents of change for students with special educational needs calls for a deeper understanding of SENCo agency. However, literature on teacher agency for inclusion has paid little attention to SENCos. Taking a sociocultural view of agency, this qualitative case study…

This study investigates how classified staff across one school district are experiencing communication from the district's school leaders. Classified staff are essential personnel in terms of school districts achieving their overall educational goals. Their roles in the district are mediated through communication with district leaders, however,…

Based on interviews and case studies in nonprofit organizations, this article examines the perspectives of evaluation advocates undertaking evaluation in culturally diverse contexts where interpersonal barriers may exist. Participants provided insights into how to overcome issues by developing meaningful interpersonal relationships, finding shared…

This article is a summary of information provided in a workshop encouraging educators to explore creating brave spaces in schools and communities through literacy. Educators are introduced to a culturally responsive pedagogy that prioritizes fostering inclusive literacy environments and supporting students with dignity. Teachers are encouraged to…

This paper discusses the findings of two studies that critically analysed teachers' perspectives on the operation of the standards and inclusion agenda in primary schools in England. The studies were carried out in 2010-2011 and 2019, respectively. Through the application of Q methodology, the paper examines whether teachers' perspectives of…

The concept of democracy is a central component in education policy at all levels, yet its meaning can be interpreted in a number of ways. This paper examines how democracy is conceptualised and utilised as a legitimising force driving education policy reform. More specifically, attention is given to the use of democracy in the process of…

This study examines accent biases in hiring practices among educators in U.S. schools. Using quantitative methods, the research investigates whether bias levels and accent types influence hiring decisions. The study, involving 216 hiring managers from various school sectors, found no significant correlation between bias levels (audio versus video)…

In an environment where effective leadership is crucial for inclusive education, this self-study investigated my leadership strategies at an international school in Europe. Grounded in Michael Fullan's (2011) change leadership framework, the research involved semi-structured interviews with educators and school leaders. The central question…

This qualitative case study explored the experiences of staff and student participants in a men of color program at one California community college. The research aimed to understand how program staff creates environments conducive to exploring masculine identity among men of color. Grounded in validation theory and the multiple masculinities…