Mainstream secondary school can be a challenging environment for autistic students, in part due to social and sensory factors. Research to date has focussed on identifying the negative aspects of school experience; however, few studies have identified factors that promote positive experiences. We take a neuro-affirmative approach when exploring…

This study is the second in a planned series of qualitative inquiries to investigate how some Australian educators use differentiated instruction (DI) in a secondary school setting. A small-scale study was conducted using individual, semi-structured interviews with seven teachers and two school leaders via Teams, a video conferencing platform.…

This article explored the academic barriers that prevent the inclusion of learners with visual impairment in mainstream schools. It is a purposive study that was conducted in two schools in Tigray Regional State in Ethiopia. The data were collected through interviews and focus group discussions from 2 school principals, 4 teachers, and 12 learners…

Little is known about the long-term outcomes of students who attend alternative provision (AP) settings. This study set out to analyse data published by the Department for Education which presents long-term education and employment outcomes for school pupils in England. After making comparisons by type of setting at the national level, this…

Although school engagement is crucial to child development, research on children with intellectual disabilities in mainstream schools is scant. This sequential, explanatory mixed-methods study examined the ways in and extent to which children with intellectual disabilities participate in mainstream school activities, as well the personal and…

Inclusive music classrooms in theory and in practice, within the context of Cyprus, are an under-researched area. This study wishes to address this gap in research, by proposing a Model of Musical Development in Inclusive Education (MMDIE) that could act as a valuable tool for music educators, researchers, teachers, parents and stakeholders for…

In the last 20 years, increasing numbers of students with educational challenges (SECs) have been included in mainstream schools. Inclusion creates complex classroom situations for mainstream teachers who need to have excellent decision-making skills and the ability to face and resolve ethical dilemmas. College students and pre and in-service…

Public schools often schedule related services by using a mix of pull-out and push-in instruction, referred to as service delivery models. This poses challenges because the transitions to and from services are obvious to other students and can influence student identities and result in a loss of academic instructional time. This article shares…

When students with extensive support needs (ESN) are included in general education classrooms, they benefit from the expertise of the general education teacher. Despite the central role of the general education teacher in an inclusive classroom, little is known about their perspectives and experiences including students with ESN. The purpose of…

This book reports a systematic synthesis of research on teachers' use of adjustments to support students with special educational needs who are currently in their mainstream classrooms. It presents a comprehensive analysis and synthesis of both quantitative and qualitative data, including studies involving observation, artefact examination,…

This research aimed to analyze the insertion of Brazilian psychology into the context of school inclusion of people with autism spectrum disorder. To this end, an integrative review was carried out in two stages: (1) mapping of publications on ASD in different areas of psychology; (2) analysis of the approaches and modes of action adopted to…

Framed by the Social Cognitive Theory (SCT), this descriptive phenomenological study described the experiences of general education teachers in inclusive classrooms and teacher preparedness to teach students with learning disabilities. The SCT allowed studying the behavioral, cognitive, and social aspects that helped comprehend teachers'…

Recently, Chile has experienced a significant increase in linguistically and culturally diverse immigrants from Haiti. However, little is known about how Chilean teachers cope with this issue. Using Haworth's (2009) model of contextual layers of teachers' work as a conceptual lens, this article reports the findings from two case studies. Findings…

This mixed methods study was designed to investigate teachers' perceptions and attitudes regarding students with disabilities in the inclusive classroom. According to Hogan, Lohmann, and Champion (2013), inclusive classrooms are now the norm in many K-12 schools across the United States, which has made the job of general education teachers all the…

The purpose of this study was to examine the knowledge, attitude, and practices of teachers regarding Inclusive Education (IE) in Southeast Asia and South Asia, where a scarcity of comprehensive review papers exists that address all three aspects of IE. A systematic search was conducted using the Education Resource Information Center (ERIC)…