The authors highlight seven strategies that teachers can apply to support students with cultural and linguistic differences as well as disabilities.

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…

Based on a social constructivist theoretical framework, this research study examines how the design of proinclusive educational policies and the general public construct the Roma students and parents in Slovakia. For this purpose, data from two selected educational policies and five focus groups conducted in five regions in Slovakia were analyzed.…

Based on peer sociometric reports, we examined how number of friendships, social acceptance, and characteristics of social networks vary as a function of disability profile. We also investigated teachers' awareness of the sociometric status of young children with disabilities. Participants were 86 children with disabilities (63 boys) enrolled in…

Successful implementation of inclusive practices depends mainly on teachers' attitudes towards children with special needs and their inclusion, and teachers' willingness to work with children with special needs in their classrooms. Experiences teacher candidates have during pre-service stage might influence their perceptions towards children with…

Created to foster inclusive excellence, Smith College's Achieving Excellence in Mathematics, Engineering, and Science (AEMES) Scholars program provides early faculty-mentored research opportunities and other programming as a way to foster success in academic outcomes for underrepresented women in science. Using academic record data, we compared…

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…

The purpose of this meta-analysis was to explore in detail the research by Hattie (2009) in order to then re-examine it through a new lens and better understand the research and possible bias. For this study, the unit of analysis were the studies used in Hattie (2009). The criteria for inclusion were based on strategies currently implemented in…

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,…

The importance of the Special Needs Coordinator (SENCO) in facilitating inclusive and equitable education is well supported in the literature with many countries formalising the role through legislation and policy. New Zealand however, while adopting the role of SENCO, has not formalised this role, meaning that those in SENCO positions in New…

Teacher-talk is a key tool for engaging students in learning. This report examines a process whereby data was used to support teachers in reflecting on their teacher-talk. The context for the study was a small rural New Zealand area school with predominantly Maori students and staff. Emphasis was on strategies that engage, in particular, Maori…

Immigration in recent years has dramatically increased, especially in Europe. Countries have been coping with it in different ways, and this suggests that certain policies and approaches may work better than others. As a fact, a successful integration starts with the education system. This study investigates how the teacher's approach toward his…

The demands of art projects in public schools may not fit with reality for many exceptional students because the project outcomes are often too specific (Henley, 1992). One strong motivator for students is looking at and discussing visual culture, involving all the images they see and all the visual experiences they have every day. This pedagogy…

Young children who are English Language Learners or have special learning needs can find it difficult to communicate in kindergarten classrooms. Open-ended tablet applications offer multi-modal tools for these children to communicate their ideas, engage with others, and demonstrate and develop their knowledge and skills. They position students as…