Publication Date
In 2024 | 1 |
Since 2023 | 7 |
Since 2020 (last 5 years) | 38 |
Since 2015 (last 10 years) | 79 |
Since 2005 (last 20 years) | 81 |
Descriptor
Inclusion | 74 |
Foreign Countries | 58 |
Special Needs Students | 26 |
Students with Disabilities | 26 |
Special Education | 23 |
Mainstreaming | 18 |
Disabilities | 16 |
Teacher Attitudes | 15 |
Student Needs | 14 |
Barriers | 13 |
Equal Education | 10 |
More ▼ |
Source
Support for Learning | 81 |
Author
Saloviita, Timo | 3 |
Essex, Jane | 2 |
Glazzard, Jonathan | 2 |
Goodall, Craig | 2 |
Hornby, Garry | 2 |
Moscardini, Lio | 2 |
Murphy, Mike | 2 |
Preece, David | 2 |
Stošic, Jasmina | 2 |
Takala, Marjatta | 2 |
Zhang, Kaili C. | 2 |
More ▼ |
Publication Type
Journal Articles | 81 |
Reports - Research | 57 |
Reports - Evaluative | 14 |
Reports - Descriptive | 9 |
Information Analyses | 2 |
Opinion Papers | 1 |
Education Level
Elementary Education | 18 |
Higher Education | 12 |
Postsecondary Education | 12 |
Secondary Education | 8 |
Early Childhood Education | 4 |
Adult Education | 2 |
Preschool Education | 2 |
Primary Education | 1 |
Audience
Policymakers | 1 |
Practitioners | 1 |
Researchers | 1 |
Location
United Kingdom (England) | 16 |
United Kingdom | 8 |
Finland | 4 |
Ghana | 4 |
Australia | 3 |
India | 3 |
United Kingdom (Scotland) | 3 |
Canada | 2 |
Croatia | 2 |
Greece | 2 |
Ireland | 2 |
More ▼ |
Laws, Policies, & Programs
United Nations Convention on… | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
O'Brien, Tim – Support for Learning, 2020
In this reflective piece the author focuses on the meaning that he made of inclusion in a book that was published almost twenty years ago. He then reflects on the meaning he makes of the current situation. He explores the problematic nature of the concept of inclusion, whether labels actually enable inclusion, research-informed implications of…
Descriptors: Barriers, Inclusion, Labeling (of Persons), Special Education
Hornby, Garry; Kauffman, James M. – Support for Learning, 2023
Zombies are defined as ideas or persistent myths that should have died out but have not. Special education's biggest zombie is that only full inclusion brings about true social justice and the most effective education for students with disabilities. Three examples of specific zombies about full inclusion are presented. First, that full inclusion…
Descriptors: Special Education, Misconceptions, Inclusion, Educational Policy
Ashwini Tiwari – Support for Learning, 2024
This descriptive case study examines the perspectives, beliefs and practices of independent private schoolteachers in India about the inclusion of students with special educational needs in general education classrooms. Data were collected through one-to-one interviews and focus group discussions with 10 teachers in an independent private school…
Descriptors: Foreign Countries, Private Schools, Teacher Attitudes, Students with Disabilities
Loveys, Megan – Support for Learning, 2022
This article reports on a small-scale research study utilising semi-structured interviews to discover and understand trainee teachers perceptions of inclusion in the Primary School. As future educators it is vital that trainee teachers understand, critique, and develop their thinking and around the concept of inclusion to ensure they continue, and…
Descriptors: Preservice Teachers, Student Attitudes, Inclusion, Student Placement
Takala, Marjatta; Sirkko, Riikka – Support for Learning, 2022
The attitudes towards inclusion and the terms used related to special needs by pre-service teachers in three Finnish universities were studied. Inclusion is the main educational policy in Finland, and special solutions are avoided when possible. With a questionnaire and a brief survey, data from 488 pre-service teachers (PSTs) were collected and…
Descriptors: Preservice Teachers, Student Attitudes, Special Needs Students, Teacher Education Programs
Stamou, Athina; Roussy, Arielle Bonneville; Ockelford, Adam; Terzi, Lorella – Support for Learning, 2022
A growing number of autistic pupils attend mainstream schools which raises questions around their educational and social inclusion. The current study explored the benefits of participating in a novel music and dance programme for autistic children and their peers, aged 5-8 years. It sought to discover whether music and dance tasks can be memorable…
Descriptors: Elementary School Students, Autism Spectrum Disorders, Peer Relationship, Inclusion
Molyneaux, Alex; O'Brien, Trevor – Support for Learning, 2023
This article focuses on the perspectives of primary school teachers on the current provision for students with dyslexia in the mainstream classroom. Five themes emerged from this research and these were (1) Diagnosis, (2) Inclusion, (3) Effective classroom practice, (4) Difficulties encountered in the classroom and (5) Teacher education. The focus…
Descriptors: Foreign Countries, Elementary School Teachers, Teacher Attitudes, Dyslexia
Stošic, Jasmina; Lisak Šegota, Natalija; Preece, David – Support for Learning, 2022
Education in Croatia is based upon principles of inclusion and individualisation. However, the effective inclusion of learners with special educational needs, including those with autism, has been identified as limited. To better understand the situation within primary education in the country, a survey of specialist teachers from mainstream and…
Descriptors: Foreign Countries, Elementary School Teachers, Special Schools, Knowledge Level
Benstead, Helen – Support for Learning, 2019
This article explores the process by which children attending mainstream UK primary schools can achieve social inclusion. It presents the findings from a systematic literature review, followed by empirical research, exploring the concept of social inclusion with particular regard to the experiences of pupils identified with SEND. The article draws…
Descriptors: Special Education, Educational Needs, Inclusion, Foreign Countries
Ferriday, Gillian; Cantali, Dianne – Support for Learning, 2020
Although there is much research regarding the inclusion of pupils with additional support needs (ASN) in mainstream secondary education, there is little research specifically exploring the perspectives of staff who support and teach this population. This small-scale exploratory study in a Scottish secondary school investigated staff perspectives,…
Descriptors: Foreign Countries, Secondary School Teachers, Teacher Attitudes, Inclusion
Opoku-Nkoom, Isaac; Ackah-Jnr, Francis R. – Support for Learning, 2023
Schools create an inclusive environment and cultures and enact inclusive practices to cater for the learning and social needs of learners. Using an adapted Ghana Inclusive Education Monitoring Tool (IEMT), which is based on the Index for Inclusion, we collected data from 74 headteachers of primary schools. Data analysis involved percentages and…
Descriptors: Foreign Countries, Inclusion, Elementary Schools, Principals
Belli, Clare – Support for Learning, 2021
This short piece of action research seeks to identify the strengths of secondary school provision for students with SEND, in order to provide a city wide overview in which good practice and expertise can be shared. It also considers the particular barriers faced by secondary schools and examines how schools are working to overcome these barriers.…
Descriptors: Foreign Countries, Secondary School Students, Students with Disabilities, Barriers
Kennedy, Emma-Kate; Laverick, Laleh – Support for Learning, 2019
In the current context, effectively including children and young people with additional needs is a challenge for school staff. Conflicting demands placed on teachers, support staff and those who lead them often derail strategic planning for the successful inclusion of all learners. School leaders have to work with complexity and 'mess', whilst…
Descriptors: Inclusion, Special Needs Students, Strategic Planning, Instructional Leadership
Dimitrellou, Eleni; Male, Dawn – Support for Learning, 2022
This study explored the schooling experiences of secondary-aged pupils with and without SEND attending three mainstream schools in England. Thirty-seven young adolescents with SEND and eight without agreed to be interviewed. Thematic analysis revealed the challenges these young adolescents with SEND encountered to feel included in their schools…
Descriptors: Inclusion, Secondary School Students, Students with Disabilities, Special Needs Students
Zhang, Kaili C.; Li, Qin – Support for Learning, 2021
To examine the current status of early childhood inclusive education in New Zealand, this article highlights the country's overall structure of inclusive education and other services for individuals with special needs. The unique features of early childhood special education services are also highlighted. Challenges to enhance the quality of…
Descriptors: Early Childhood Education, Inclusion, Special Education, Young Children