This study began by dissecting what the research says regarding students with disabilities, inclusion and its current practices, the characteristics of those leaders that promote inclusive cultures, perceptions of inclusion of teachers and principals, and school culture. The purpose of this dissertation was to explore the perceptions of inclusive…

Policies regarding inclusion that have been adopted by Kuwait emphasize the rights of individuals with disabilities to be integrated into society and learn beside students without disabilities (Al-Kandari & Salih, 2008). Of particular concern in this study was the lack of research regarding the topic of inclusive education in the State of…

Drawing on data from two studies conducted in US public schools, this paper traces the affective productions and performances of teachers to illustrate the role of affect in delineating (non)normative pedagogical practices in inclusive classrooms. Occupying a borderland space in narrative inquiry that permitted the straddling of differing…

The article deals with the development of inclusive, special and integrated education in regions of the Russian Federation which is connected with socio-cultural changes in modern education. The author underlines the need for continuous improvement of education system and education of children with different development level. The expansion of…

This case study uses an institutional ethnography approach to investigate the experiences of the parents of a son who has autism spectrum disorder (ASD) as they engaged in meetings related to his progress and placement with school personnel over the course of one school year. Through an analysis of the discourse used in these meetings and…

The number of teaching assistants (TAs) in schools in the UK has risen in recent years, but there remains a lack of clarity about the roles being undertaken by these support staff. This article reports findings from a study investigating how the TA role is understood both by the pupils being supported and by TAs themselves. Eleven students with…

This study investigated the influence of the support services on the test anxiety of students and/or their ability to submit assignments in each of the two disability groups, those with vision impairment and those with intellectual disability, who were placed in specialist and mainstream educational settings in South Australia. Interviews were…

Teacher-student interactions in 17 inclusive classrooms were examined using a mixed-methods approach that involved quantitative analysis of interactions recorded during classroom observations and follow-up interviews with seven general educators. Observational findings suggest that classrooms were organised along traditional lines with the vast…

Introduction: Mental health professionals have reported that they have limited knowledge, skills, and confidence in the area of intellectual disability mental health. This article aims to learn from the experiences of people with intellectual disability about the attributes that may assist mainstream mental health professionals to provide them…

The purpose of this study is to reveal whether or not the social skills teaching program based on the direct instruction approach is effective on the ability of mentally retarded students in regular classroom settings to gain social skills such as apologizing, asking for help and finishing a task on time, and to generalize these abilities. This…

This study, carried out by Bernadette Cairns, principal officer for Additional Support Needs and Early Education in the Highland Council Additional Support Needs Team, and Kirstie McClatchey, a research assistant in the Highland Council Psychological Service, explores children's attitudes towards disability, making a comparison between a school…

This study investigated the impact of Inclusive Education (IE) on the rights of children with Intellectual Disabilities in schools around Chegutu. The qualitative case study method was used for the research. Questionnaires and interviews were used to collect data from schools around Chegutu. Random sampling was used to choose the sample group from…

Parents have long played a pivotal and powerful role in advocating for improved services, supports, and increased opportunities for their children with significant disabilities. Yet inclusive opportunities remain strikingly limited in many schools and communities. We examined the viability and impact of parent-led community conversation events as…

Removing barriers to learning for children with mild to moderate disabilities in mainstream primary classrooms calls for creative approaches that exploit the cognitive and sensory strengths of each child. Although their efficacy has not been fully explored, pictorial, symbolic and written supports are often used with the intention of helping…

An ever-increasing number of children with and without disabilities are attending early childhood programmes and learning together. Early childhood inclusion considers all children with and without disabilities, and their families as full members of the early childhood community. Although many early childhood teachers accept the educational rights…