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…

Inclusive behaviour management and the roles of the various stakeholders involved continues to be of concern in education. As paraprofessionals within mainstream classrooms, many teaching assistants (TAs) assist with managing disruptive behaviour. This article explores how TA and teacher teams manage disruptive behaviour situations in 14 inclusive…

Cross-country comparisons in education using statistics have become increasingly common; however, they are not without difficulties. This paper explores comparative data published by the Educational Agency for Special Needs and Inclusive Education (EASIE) focusing on the indicator showing the percentage of pupils with Special Educational Needs…

A study was conducted to explore the impact of professional development related to the individual education plan (IEP) process on teachers' understanding and practices in the Republic of Ireland (RoI). This paper reports on part of that research, focusing on teachers' collaborative practices in the IEP process. In the RoI, teachers working as…

The international debate on colonisation is gaining momentum, primarily in the Americas, Africa and Australasia. Recent incidents in South Africa, such as the Fallist movement and the protest over rules on black girls' hair at certain schools, have sparked renewed debates on (de-)colonisation in the education system. It has become critical that…

This paper presents some of the emerging outcomes from the experiences of a Maltese school that decided to embrace the philosophy of inclusion using a whole school approach based on the social model of disability. This was a qualitative study based on focus groups. A thematic analysis was used within an interpretative approach of hermeneutic…

Autism spectrum disorder (ASD) is a specific disability with well defined characteristics that require teachers to utilise specific strategies to cater for the educational needs of children with ASD in the regular classroom. This paper describes an ASD school project that used a multi-faceted teacher professional development programme to train…

As the rates of diagnosis of autism spectrum disorder (ASD) increase and more students with ASD are enrolled in mainstream schools, educators face many challenges in teaching and managing social and behavioural development while ensuring academic success for all students. This descriptive, qualitative study, embedded within an inclusive…

"Special Schools as a Resource for Inclusive Education" examines inclusive education reform efforts by the Open Society foundation in Armenia in communities with special and mainstream schools. These efforts evolved into a project to transform three special schools for children with disabilities into resource centers to help mainstream…

This study examined different perspectives of deaf education practitioners on deafness and reading comprehension. This involved a full deaf education support team comprising teachers of the deaf, communication support workers, and deaf instructors from a UK citywide service covering early years, primary and secondary settings. Using a focus group…

In recent years there has been very high international interest around induction programmes aiming for the smooth integration of newcomer teachers in the working environment of the school unit. In addition, educational systems in many countries lay great importance on the provision of equal opportunities to all students and the provision of a more…

A restructured postgraduate teacher education programme is described specifically with regard to its commitment to prepare educators to work effectively with deaf and hard-of-hearing children in inclusive settings. The focus of the paper is on the design and development process rather than on the evaluation of the outcomes. Background information…

The focus of this study was a parent-teacher collaborative teaming model in which knowledge and practice of designing and implementing supports was based on a dynamic and creative interaction of people committed to the inclusion of a child with disabilities in a general education setting. The effectiveness of the teaming model on the academic and…

This article describes changes experienced by a multidisciplinary team of the Center for Learning Disabilities in Tirat Carmel, Israel, in the wake of the enactment of the country's Special Education Law. Over the course of several years, the team working at the Center was able to adapt to the changes, while preserving the professional level of…

Schools in the Toronto (Ontario, Canada) area have established a Resource Teacher Service (RTS) to provide necessary educational program supports for physically disabled students, their teachers, and their schools when community school placements are indicated. The principles of intervention emphasized in the RTS include pragmatic forms of…