Using data from the Disentangling Inclusion in Primary Physical Education (DIPPE) Erasmus+ project, this study aimed at investigating teachers' practices related to inclusion of children with additional needs (AN) in primary physical education (PE) and identifying supports that could enhance these practices. Responses from 1170 primary teachers…

Danish school reform around inclusive practices became more prevalent in 2014, and efforts to address the needs of children with disabilities increased. One of the primary ways to meet students' needs in an inclusive setting was to move pedagogues out of their traditionally after-school social settings into the general education classroom to…

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…

Optimising university access strategies and trying to reduce the risk of failure for students who do not fit the concept of traditional student requires that all involved in Higher Education make the necessary effort to embrace the ideals of inclusion. This paper presents the validation of the Scale of Perceptions on Inclusion in the University…

Modern inclusion practices aim to promote the social inclusion of students with disabilities among their same age peers. However, despite students with disabilities being placed in the general education setting at higher rates, they are still reporting feeling isolated and excluded. Research has shown that non-disabled students are inclined to…

The role of unpaid and informal care is a crucial part of the health and social care system in Australia and internationally. As carers in Australia have received statutory recognition, concerted efforts to foster engagement in carer participation in work and education has followed. However, little is known about the strategies and policies that…

Despite efforts to address all forms of diversity among learners and promote inclusion in education, and much research done on inclusive education in Namibia, there remains a scarcity of empirical evidence of the inclusion of gender and sexual diversity in Namibian education. This study employed a Social Identity Perspective within a qualitative…

International recognition of Special Educational Needs Coordinators (SENCos) as agents of change for students with special educational needs calls for a deeper understanding of SENCo agency. However, literature on teacher agency for inclusion has paid little attention to SENCos. Taking a sociocultural view of agency, this qualitative case study…

The diversity of the educational landscape is increasing; however, learners from disadvantaged backgrounds and those who experience discrimination or unequal treatment disproportionately underachieve in schools. Equality, equity and inclusion are fundamental principles of the European Union. They have also become key topics of the educational…

This article presents a framework that considers how relationships, representation, and respect can be prioritized, presented, and nurtured in early learning environments to support and foster equity and inclusion. This simultaneously supports an enhanced sense of belonging and creates an environment where students feel valued and respected. As an…

As children with refugee backgrounds continue to enroll in schools worldwide, attention to their educational needs and experiences has increased. In this study, we analyze the extent that schools and classrooms provide refugee students with equitable educational opportunities compared to students who are not refugees, and whether their teachers…

New materialist thought complicates humanist conceptions of agency that inform the trope of 'change agent' which has been foundational to the scholarship on teacher preparation for inclusive education. This paper describes a preliminary exploration of a new materialist approach to the narrative inquiry of teacher enactments of inclusion. I begin…

Recent advances in policy development and professional practice in the field of early learning and child care have led to the expectation that it is appropriate and advantageous to include children with disabilities and extra support needs in early child care and learning programs. Yet, to date, evidence-based research on the effects of…

For many students with disabilities, exclusion from the general education classroom is common. Educational agencies are required to follow the policies mandated by IDEA. Educators need to understand how to meet needs of students with disabilities and follow the legal mandates as equitably and effectively as possible. They are required to implement…

School inclusion of students with disabilities relies on reasonable adjustments to curriculum and class activities. The Reasonable Adjustments for Inclusive Education (RAIE) was designed to elicit reasonable adjustments from stakeholders in mainstream school inclusion for three contrived students with varied learning needs. We evaluated a scale…