In Norway, 9 out of 10 children between the ages of one and five participate in an educational formation programme which, despite around half of the kindergartens being privately owned, is regulated by a common law and relatively detailed regulations describing what the content of kindergartens should be. Norwegian kindergartens therefore…

This study examined regular education teachers' perceptions of inclusion in elementary and secondary schools in Spain and how these perceptions may differ depending on teaching experience, skills, and the availability of resources and supports. Stratified random sampling procedures were used to draw a representative sample of 336 general…

Describing students with disabilities as presenting "challenging behavior" is common in US schools. The purpose of this paper is to reveal the discourse utilized by teachers in order to understand their beliefs and practices surrounding young students considered to present challenging behavior. This study examines teachers' language…

The emphasis on inclusion of diverse learners presents challenges to early-years teachers, particularly those whose understandings have been framed by notions of school readiness and of special education for children with disabilities. This mixed-method study of children and teachers in early-years classes across three school sites in Australia…

There is little research on inclusion of children with selective mutism in school/kindergarten. Moreover, few studies have tried to understand selectively mute children's interactions in the natural surroundings of their home and school/kindergarten. Five children meeting the DSM-IV criteria for selective mutism were video-observed in social…