In both the literature on inclusive education and in international policy development, there has been considerable interest in the use of sets of indicators for the implementation of inclusive education at national and local levels. Drawing on sets of indicators developed in Europe and the Pacific Islands, this study proposes a set of such…

This quantitative study examined general and special education teachers' self-efficacy, attitudes, and teaching efficacy in implementing inclusive practices in Texas secondary schools. Grounded in Bandura's Social Cognitive Theory, the research explored how teacher efficacy impacted the successful integration of students with disabilities into…

This paper reports on a study that sought to explore mainstream and special teachers' inclusive practices during the COVID-19 pandemic and discusses issues that are relevant in the post-COVID-19 period. The study is contextualized with European and international studies and reports on teachers' role in the inclusion of children with disabilities…

The purpose of this collective case study was to understand how special education teachers interpret and navigate the concept of the least restrictive environment (LRE) standard in providing educational support for students with intellectual disabilities and autism. The guiding theories for this study were behaviorism and social cognitive theory.…

The researchers investigated how teachers perceive the inclusion of deaf and hard of hearing (D/hh) students in mainstream classrooms in Saudi Arabia. They also examined how teachers' perception of this inclusion is influenced by their position (as a teacher in special or mainstream education). The researchers collected 196 teacher responses using…

In recent decades, Attention Deficit Hyperactivity Disorder (ADHD) has been at the center of research interest in medicine, psychology, and education. Research has focused on its etiology, diagnosis, and therapeutic approaches. However, there are also many researchers who have focused their interest on teachers' opinions regarding the inclusion of…

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…

Traditional approaches to professional development for inclusive education narrowly frame inclusive education as a special education reform. Such approaches emphasize technical practices rather than surfacing and disrupting harmful ideologies that normalize the segregation of students with disabilities. Alternatively, there is potential for a…

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…

The study employed a descriptive correlational approach to explore teacher perceptions and preparedness for the inclusion of hearing impaired (deaf and hard of hearing) students in mainstream classrooms in selected public special education schools in Cebu Philippines. Through stratified convenience sampling, the research compared the views of both…

This study examined special education and general education teacher understandings of inclusive education for their students with complex support needs. Teachers were asked to discuss their experiences with inclusive education, focusing on their students with complex support needs in the areas of behavior, cognition, or medical/physical needs. The…

Adopting the social constructionist approach, this study reports on Bhutanese teachers' views about the inclusion of students on the autism spectrum in regular schools. Following an exploratory sequential mixed-methods approach, 16 teachers from seven inclusive schools in Bhutan were interviewed and the analysis of their responses guided the…

This article explores the professional identities of SEN teachers as related to new Chilean policies for educational inclusion. It focuses on the way in which professional identities are transformed by the new educational setting for special education. Drawing on ethnographical observation in four schools in Santiago, Chile we describe and analyse…

Down syndrome is acknowledged to be the most common neurogenetic cause for intellectual disability. It is a multisystem disorder which results in multiple lifelong health problems. At present, students with Down syndrome can receive education in inclusive mainstream education settings. However, this is not without its accompanying challenges. The…

This study aims to state the opinions and recommendations of academics who train special education teachers for integration applications. The study is patterned as a descriptive case study, and the participants consist of 28 faculty members from 18 universities who work in the special education undergraduate program and whose professional…