With this position paper, we advance the case for reformation of U.S. special education law and praxis. These have undergone mostly incremental changes over the five decades since their inception despite a substantial body of evidence amassed over this period, which points to a major gap between extant policy and praxis, and contemporary cultural…

Young people who are either at risk of disengaging or disengaged from mainstream education in Ireland are often supported by what is termed 'out-of-school' or the 'alternative education' sector. A recent review of out-of-school education provision (Department of Education. 2022. "Review of Out-of-School Educational Provision." Dublin:…

In this article, I demonstrate how hybrid language practices allow for children to make use of their full linguistic repertoire in negotiating the social and communicative demands of the school environment (Axelrod in "Early Child Educ J," p 1-8, 2014). I argue that the unusual case of classe LSF and École Maternelle Gabriel Sajus…

This article examines the Erasmus Mundus Special Educational Needs (EM SEN) programme experience and the ways in which it influenced the authors' perception of reflection and research involving inclusive education. The authors argue that incorporating reflective practice and research into an international Master's programme holds promise for…

This paper reviews current research on the effectiveness of interventions and reforms that seek to improve the math preparedness and success of high school students entering college. Based on gaps in the research knowledge, it also provides recommendations for further inquiry in particular areas. The studies reviewed here are selected from…

This study, by Emma Corrigan of the Plymouth Excellence Cluster and Community Psychology Service, explores the use of person centred planning (PCP) in supporting young people who have experienced school exclusion, in their transition and re-integration to mainstream settings. Young people of different ages participated in the PCP process and…

A new special education strategy was launched in Finland by the Ministry of Education in 2007. The new Basic Act was enacted in 2010 and the new national core curriculum concerning three-tiered support for pupils in 2011. Since the 1990s, teachers across Finland have participated in developing Finnish basic education towards greater inclusion. The…

Recent studies have suggested that the professional training received by general educators does not adequately prepare them to properly implement inclusion-based practices. The idea of inclusion in practice has not significantly changed the situation of teaching pupils with special educational needs (SENs) in mainstream classes. This study's…

Introduction: Education is a fundamental right for all children, including those with disability [UN (United Nations). 2013. General Assembly, 68th Session. "The Way Forward: A Disability-Inclusive Developmental Agenda Towards 2015 and Beyond: Report of the Secretary-General (A/68/95)". June 14. (Masthead). (2012 Readex microfiche).].…

This study examines the current state of special education provision and resources in Finland after the extensive reform of the government transfer system and Basic Education Act implemented in 2010-2011. Data were collected from a survey of compulsory school principals and from interviews with the highest-ranking officials in municipal education…

States seeking waivers under the No Child Left Behind (NCLB) Act are hoping to replace what is widely considered an outdated, but consistent, school accountability regime with a hodgepodge of complex school grading systems that are as diverse as the states themselves. That's the picture that emerged from an "Education Week" analysis of…

Debates about the meanings of inclusive education are long-lasting, and the imperative to include disabled students in mainstream schools is currently under threat by the UK government's educational policies. This paper draws on critiques from inclusive education and critical pedagogy literature, as well as on findings from field research in a…

Concern that too many Australian children, particularly Indigenous children, are not ready to start school has spurred a series of changes to the pre-school sector. Included among these changes are nationwide mass surveying and the introduction of a unified curriculum framework together with moves towards standardised entry assessment. Focusing on…

This paper first provides a critic of the implementation of compulsory national assessment protocols internationally, and then nationally through a review of the implementation process used for the introduction of National Standards in New Zealand, and National Testing in Norwegian mainstream schools. It then reviews the impact of these two…

In this article, the author reflects on findings from research on the role and impact of teaching assistants and experience of working as a special educational needs (SEN) officer. Research evidence suggests the reliance on teaching assistants to include pupils with Statements of SEN in mainstream settings masks a collective, though unintentional,…