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Personal Reflections on Inclusion
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Jonathan Glazzard – Support for Learning, 2024
The Special Educational Needs and Disability (SEND) landscape in England is bleak. Since the COVID-19 pandemic, the number of pupils with SEND has increased. There is a shortage of places available in specialist SEND provision, and many pupils with SEND are being educated in alternative provision settings which arguably do not meet their needs.…
Descriptors: Reflection, Inclusion, Students with Disabilities, Special Education
Middle School Teachers' Perceptions Regarding Inclusive Placement for Students with Intellectual Disabilities
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Kerry L. Armstead – ProQuest LLC, 2023
In a school district in the southwestern United States, the problem that this study explored was that too many students with intellectual disabilities (ID) are placed into separate classrooms at the middle school level rather than being mainstreamed into general education classrooms. The purpose of this basic qualitative project study was to…
Descriptors: Middle School Teachers, Attitudes toward Disabilities, Inclusion, Students with Disabilities
Neoliberalism and the Barriers in Inclusive Education
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Rose Mutuota – South African Journal of Education, 2024
Tensions exist between providing inclusive education in mainstream classrooms and market-driven neoliberal values such as academic success and school ranking. These values impinge on teachers' responsibilities to teach students with disabilities. Schools are ranked based on students' performance in national examinations and schools sometimes use…
Descriptors: Foreign Countries, Urban Schools, Rural Schools, Inclusion
Bhutanese Teachers' Views about the Inclusion of Students on the Autism Spectrum
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Dawa Dukpa; Suzanne Carrington; Sofia Mavropoulou – International Journal of Disability, Development and Education, 2024
Adopting the social constructionist approach, this study reports on Bhutanese teachers' views about the inclusion of students on the autism spectrum in regular schools. Following an exploratory sequential mixed-methods approach, 16 teachers from seven inclusive schools in Bhutan were interviewed and the analysis of their responses guided the…
Descriptors: Foreign Countries, State Schools, Secondary School Teachers, Special Education Teachers
Teacher Self-Efficacy: Including Students with Emotional Behavior Disability in Mainstream Elementary Classrooms
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Cynthia Lynn Ambrose-Spano – ProQuest LLC, 2022
Free and Appropriate Public Education (FAPE) requires all students, including those with disabilities, to be served in the least restrictive environment (LRE) or mainstream classroom. However, a gap exists between the LRE requirement and the practice of including students with disabilities, especially those with emotional behavior disability…
Descriptors: Students with Disabilities, Educational Environment, Mainstreaming, Equal Education
Racial and Dis/Ability Equity-Oriented Educational Leadership Preparation
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Catherine K. Voulgarides; Susan L. Etscheidt; David I. Hernández-Saca – Journal of Special Education Preparation, 2022
In this paper we discuss the connection between the lack of special education specific preparation for leaders and decades of evidence of racial inequities in special education. In doing so, we have a four-fold purpose. First, we outline the basic Individuals with Disabilities Education Act (IDEA) legal requirements that educational leadership…
Descriptors: Federal Legislation, Equal Education, Students with Disabilities, Educational Legislation