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Socioemotional Instruction in Learning Support Staff across Italian Primary Schools: A Call for Using the 'Multidimensional, Scaffolding Framework' in Training Programmes

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Lorenzo Ciletti; Ed Baines; Matthew P. Somerville – European Journal of Special Needs Education, 2025

International research has illustrated that learning support staff (LSS) play a crucial role in the instruction of children with special educational needs and/or disabilities (SEND): they support the children's classwork while teachers manage the whole-class instruction. However, fewer research studies have explored LSS's role in the children's…

Descriptors: Social Emotional Learning, Elementary Schools, Staff Development, Students with Disabilities

Attitudes of Preschool Institution Principals on the Inclusion of Children with Special Needs

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Arlinda Beka; Adhurim Rasimi; Naser Zabeli – Journal of Pedagogical Research, 2025

The following research represents the attitudes of preschool institutions principals towards the inclusion of children with special needs. Inclusion is highly recommended because it has beneficial effects on social integration and learning outcomes through the placement of children with special needs in regular educational settings with typically…

Descriptors: Principals, Preschool Education, Administrator Attitudes, Inclusion