'Profound and multiple learning disabilities' ('PMLD') is a term used in the UK to refer to children with extensive impairments to cognitive development. The majority of children with PMLD are taught in special schools where specialist interventions are deployed to help PMLD children progress through the preverbal stages of development. Despite…

Background: South African schools accommodate a wide range of learners with various learning abilities in accordance with the policy of inclusion. However, little is known about how learners with learning disabilities are supported in the classrooms. Aim: The study sought to explore how learners with learning disabilities are supported in…

Despite federal policy and litigation, the continued placement of students with extensive support needs (ESN) in separate classes and schools continues across the United States. Since the enactment of the Education for All Handicapped Children Act (1975), there has been a continuous stream of research regarding the positive effects of including…

Inclusion classes (IC) are one of Greece's most crucial educational inclusion policies. This paper explores the institution of inclusion classes as a supportive educational framework for students with special educational needs and/or disabilities (SEND) for their inclusion in the mainstream education system through teachers' conceptualisations. In…

There is on-going debate about whether mainstream education is desirable for children with profound and multiple learning difficulties (PMLD). Whilst some hold that 'inclusion' is a human right, and that interaction with mainstream peers leads to socio-cognitive gains, others argue that profoundly disabled learners require developmental curricular…

The intent of this study was to address a problem of practice in an elementary school setting in order to provide opportunities for students with significant impairments to be educated in the least restrictive environment. Three research questions guided the study: How effectively has Be Your Best Elementary School (BYBES) developed and…

Teacher hiring is often a dysfunctional time-consuming bureaucratic procedure, which is not always completed on time due to organisational impediments, budget cuts and slow-moving political processes. Specifically, late hiring has been reported to affect negatively teachers' as well as students' performance. This study examined the extent of late…

A global commitment to inclusive education through policies and legislation has been espoused to provide equitable access to the curriculum for students with disability. Recent evidence suggests, however, that for students with blindness or low vision (BLV), the visual nature of the curriculum means that content can be inaccessible. This study…

Inclusive kindergarten provision remains relatively rare in Indonesia. This article indicates factors that contribute to this situation (stigmatisation, lack of resources and training) and reports on an approach to begin to address it. Sign Supported Big Books were evaluated in mainstream kindergartens (i.e. classes without children with special…

Purpose: This comparative study explored the perceptions of educational stakeholders in Oman and the Philippines concerning children with disabilities and the goals of special education. Stakeholders' perspectives can influence their professional behaviours and attitudes, which, in turn, can profoundly impact children with disabilities who already…

Teachers are often mentioned among the key factors in the quality of the teaching process. This research aims to adapt to Serbian the Teacher Efficacy for Inclusive Practice (TEIP) Scale, and identify factors that correlate with high levels of perceived efficacy. A total of 288 teachers participated in the research. We conducted a factor analysis…

Malawi has a twin-track system of primary and secondary education. In this system, some learners with special educational needs are enrolled in regular schools while others are still in special schools. Research has shown that regular schools receive learners with special educational needs into the system but with the possibility of enabling and…

In summary, the problem this qualitative interpretive descriptive study addressed was to investigate what elementary general education teachers see as the success of the implementation of inclusive instructional practices. Perception of the success of implementation of inclusive instructional practices can impact the fidelity of the implementation…

Inclusive education has become a global trend in the provision of services for students with disabilities. While attitudes towards inclusion have been studied widely in some countries, little research in this area has been conducted in Kuwait. This study responds to this need by researching pre-service teachers' attitudes towards inclusive…

This article explores the interpreter's role and approaches to working with deaf students as seen from deaf individuals' and interpreters' perspectives. A group of 41 formerly mainstreamed deaf individuals and interpreters offered insights into how the interpreter's role in mainstream classrooms influences deaf student autonomy and participation.…