The purpose of this article is to share the examination of inclusivity as a paradigm for fostering authenticity and agency (Moore, 2017) among teacher candidates. This framing challenges the notion of inclusion as a tool of meritocracy used to manage learners through expectations that uphold monolingualism, decenter racial histories, and rely on…

The purpose of this qualitative descriptive study was to explore how secondary school administrators describe their professional learning and productive partnerships in special education to lead in inclusive schools in public schools in the Northeast Region of the United States. The conceptual framework for this study is the Star Model developed…

The prosperity of inclusion of students with disabilities largely rest on the attitudes of mainstream teachers. Few studies explore the relationship among school climate, teachers' attitude on inclusion and teachers' efficacy in China. This study surveyed 266 general teachers in China to understand the role of teachers' efficacy on inclusive…

Globally, there are political, social, and financial obstacles to providing high quality, inclusive early childhood education to young children with disabilities and their families. Many teachers are able to identify the systemic issues that negatively impact their work; however, many early childhood special education (ECSE) teachers do not have…

By complying with their "job", i.e., completing the tasks set for them by teachers, pupils develop their subject skills. They do this in a classroom setting where they can perceive each other regarding their abilities. Besides content learning, pupils, thus, also have to position themselves emotionally and action-practically towards the…

The aim of this interpretative study was to find out how higher education administrators thought about emotional competence and what emotional competence ideas and skills they thought were essential for success. Specifically, the aim of this study was to get a better understanding of how administrators in departments of higher education may use…

Students with disabilities continue to experience barriers to accessing tertiary (i.e., postsecondary) education in Australia. Using the principles of Universal Design for Learning (UDL) may help educators proactively address barriers through the design of more accessible and inclusive educational experiences. However, at present, references to…

Teacher educators play a critical role in preparing preservice teachers to provide students with significant disabilities access to the general curriculum. This qualitative study investigated 11 teacher educators' definitions of access and their self-reflections on their practices to prepare preservice teachers to provide students with significant…

We describe progress on a comprehensive, programmatic change initiative whose goal is to create an inclusive culture that fosters diversity and a shift towards more meaningful, consequential work. While this initiative has several elements that target different aspects of unit practices and culture, we focus here on pedagogical change. Our…

Siblings are a critical part of lifelong support for individuals with autism spectrum disorder (ASD). But siblings face their own social-emotional adjustment needs. These needs may be addressed through programs that include support groups specifically for the siblings. This study examined the effects of a community program on typical siblings'…

In this study, the effectiveness of a Social Skills Teaching Program (SSTP) prepared for inclusive classroom teachers was investigated. The SSTP gauged (1) teachers' expectations related to social skills of students with special needs, (2) their knowledge levels related to teaching social skills, and (3) their use of social skills teaching…