This paper explores the debatable usefulness of the categorisation of Special Educational Needs considering evidence from the literature. Classification systems of SEN are discussed through a brief historical review. In addition, the language of special education and the potential consequences of such a classification and labels are explored.…

This article examines the factors affecting the inclusion of migrant students and how they exercise agency in response to the challenges that impede their inclusion within the Ghanaian education system. We draw on agency and inclusion theories in the analysis of interviews and observation data from 68 migrant students across 30 schools. The…

This study investigated the effects of labels on preschool teachers' attitudes (i.e. openness) towards the strengths and difficulties of autistic preschool students in the mainstream setting. It also examined the differential effect of disclosure of a specific or a generic label, and the teacher-related factors influencing their attitude. Sample…

There has been a recent shift from person-first to identity-first language to describe autism. In this study, Australian adults who reported having a diagnosis of autism (N = 198) rated and ranked autism-terms for preference and offensiveness, and explained their choice in free-text. 'Autistic', 'Person on the Autism Spectrum', and 'Autistic…

The present study aims to investigate primary school teachers' views regarding including migrants/refugees with disabilities (M/RD students) in the Greek educational system. The research questions concerned the attitudes of educational stakeholders towards the inclusion of migrant-refugee students with disabilities, teachers' views about…

Described by General Secretary of the Association of School and College Leaders (ASCL) Geoff Barton as 'beyond repugnant' (TES, 2017), 'off-rolling' is the removal of pupils from the school roll via various unofficial means. This study positions a plethora of triggers for this form of exclusion, its prevalence and wider social implications. These…

The implementation of inclusive practices in mainstream education remains particularly difficult in the French context and is influenced by various factors including the types of disability labels, and the type of assessment practices that are used. Indeed, how student disability is labelled could impact teacher attitudes by notably disfavouring…

Introduction: Language can reflect bias: an 'intellectual' disability means for many people that you cannot be an academic knowledge producer; a 'learning' disability means that your education will be hampered. Like language definitions, academic practices can reflect societal biases. The social (in)justice regarding knowledge and knowledge…

Research into how to support student teachers to work with diverse school students frequently uses a narrow, Anglocentric lens based on binary language speaker labels. This lens limits understandings of the complex factors impacting any individual's ability to teach inclusively. Given the increases in diversity in the tertiary sector, we therefore…

The goal of this study was to analyse the role of the assessment of students with special educational needs from the perspective of professionals in Madrid (Spain), who work in multi-professional teams (psychologists, social workers, support teachers and others) and are responsible for its realisation, which, in principle, should be a support to…

The role of early childhood education and care (ECEC) is to support the learning and development of children in collaboration with families. The notion of inclusion in ECEC provides children with a sense of agency in becoming a learner able to participate fully and actively in their community. This paper illustrates how ECEC assessment approaches…

This study investigates pre-service teachers' disability governing frameworks by analysing attitudes towards disability appeared before and after inclusive educational course. The comparison is necessary in twofold. First, the initial governing frameworks serve as benchmark to theoretically predict the implementation of inclusive education if no…

Handicapped, special, or diverse? Segregated, mainstreamed, or included? The field of disability and difference within education, is vast and wide-ranging. This review of the literature highlights how, although we have come far in the last 40 years, there is still much to learn about effective inclusion of disabled children in early childhood…

This article provides an empirically grounded analysis for two fundamentally different models of mathematics teachers' beliefs about student diversity in Russian secondary schools: exclusive and inclusive models. Although teachers' beliefs are considered a central factor for the differentiated approach, teachers' beliefs could be stereotyped and,…

The aim of this study was to explore the role of Mothers of young adults on the autism spectrum in Australia, during the transition to adulthood. Data collected through interviews were analysed using Interpretative Phenomenological Analysis resulting in two themes relevant to autism and inclusive practices: Inclusion Support and Mothers' Support.…