The relevance of the problem presented in the article is based on the implementation of the rights of learners with special educational needs for obtaining an education. They must have architectural and methodological access to education, and also benevolent, tolerant, non-judgmental attitudes towards them on the part of teachers. This phenomenon…

There are legal, moral and practical reasons to involve pupils in planning provision for their special educational needs. We do not yet know how principles are implemented in practice. This study explored the views and experiences of 64 teachers with an interest in special educational needs through an online survey. Participants reported greater…

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…

The first aim of this study was to evaluate the appropriateness of a short version of the Illinois Loneliness and Social Satisfaction Scale with children with special educational needs. The second aim was to explore loneliness in relation to self-perceived social integration, school well-being and the social self-concept of students from primary…

This UK study aimed to elicit parental voices and school Special Educational Needs Co-ordinator (SENCo) views, to work towards a better understanding of sex-specific symptomology in females with Autism Spectrum Disorder (ASD), and identify the special educational needs of these girls. SENCos in a small local authority (LA) were sent questionnaires…

Over the last twenty-five years, there has been an increase in the availability of published checklists and schedules which allow practitioners to identify the strengths of children and young people, including those with special educational needs. While helpful, these assessments are unable to tell us about the nature of contextual factors which…

Inclusive education teachers' psychological commitment to their schools plays an important role in improving high-quality education for students with special educational needs. This study aimed to examine the effect of inclusive education teachers' work motivation on their organisational commitment and the mediating role of job crafting in this…

This survey study (N = 148) investigates the interrelationships between assessment conceptions, assessment self-efficacy, prior education, and teaching experience amongst Finnish pre-service special educational needs teachers (pre-service SENs). The results showed that assessment conceptions and assessment self-efficacy are intertwined. Assessment…

This study aims to investigate gender differences in the identification for special educational needs services within the context of England. Gender disparities in disability identification have long been of concern, impacting tailored support and opportunities for female students. By utilising population-level data, we seek to ascertain the…

The provision of support for students with special educational needs in schools is seen as a critical factor in the development of inclusive education. The means through which support is provided, continues to be based upon assumptions that individualized learning approaches may remediate learning difficulties. This paper reports findings from a…

In an increasing number of countries, the Special Educational Needs Coordinator (SENCo) plays a key role in implementing inclusive provision for students with special educational needs. Existing literature on SENCos mainly focuses on the nature and enactment of the role, with few investigating SENCo identities. Hence, the study presented in this…

The aim of this paper is to problematize the concept of foreign language (FL) teacher self-reported preparedness to respond to the special educational needs of FL learners with dyslexia by employing appropriate inclusive teaching practices. The paper shortly characterises dyslexia and then elaborates on the components of preparedness, namely,…

Since the publication of the Education for People with Special Educational Needs Act in 2004, inclusion in Ireland has become a priority for the educational system. Despite the promotion of physical education (PE) as a key setting for facilitating inclusion in schools, research has shown that the children with special educational needs and…

The present review is in view of the endeavour of the Australian Curriculum Assessment and Reporting Authority (ACARA) in framing a national curriculum that is intended to equip all young Australians including those with special educational needs and disabilities. It presents some interesting findings on how teachers and parents engage with…

This book reports a systematic synthesis of research on teachers' use of adjustments to support students with special educational needs who are currently in their mainstream classrooms. It presents a comprehensive analysis and synthesis of both quantitative and qualitative data, including studies involving observation, artefact examination,…