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Anna Cecilia Rapp; Anabel Corral-Granados – International Journal of Inclusive Education, 2024
The meaning of the term 'inclusion' is often taken for granted and seldom defined. Empirical research on inclusive education is often normative since it is based on terms such as 'justice' and 'democracy'. Such terms are challenging to translate into real practice because their meanings depend on a subjective evaluation related to the time and…
Descriptors: Inclusion, Regular and Special Education Relationship, Students with Disabilities, Theories
Mel Ainscow – Routledge, Taylor & Francis Group, 2024
In this groundbreaking book, one of the world's leading authorities on ways of developing equitable education systems addresses the greatest challenge facing education systems around the world, that of developing schools that are effective in educating all children. Using evidence from research carried over the last 25 years in many countries, Mel…
Descriptors: Inclusion, School Effectiveness, Leadership Responsibility, School Culture
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Okai, Martha-Pearl – British Journal of Special Education, 2023
This article investigates the roles of special education needs co-ordinators (SENCos) in the implementation of inclusive education (IE) in Ghana. The mixed-methods approach, specifically the convergent design, was adopted. Seventy-three SENCos responded to a questionnaire, and 15 SENCos were interviewed. The census approach was used for selecting…
Descriptors: Inclusion, Regular and Special Education Relationship, Special Education, Coordinators
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Umi Safiul Ummah; Mohd Mokhtar Tahar; Mohd Hanafi Bin Mohd Yasin; Haida Umiera Binti Hashim; Ediyanto Ediyanto – Pegem Journal of Education and Instruction, 2024
The implementation of inclusive education especially for special needs students in primary school during teaching in the classroom must strive for non-discrimination, recognition from all parties to all participants of learning, provide facilities and a safe environment for each child. The design of this study is a combination of sequential…
Descriptors: Foreign Countries, Inclusion, Students with Disabilities, Student Development
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Blake, Elizabeth A. – Interchange: A Quarterly Review of Education, 2023
Inclusive education grows in complexity as schools uphold mainstream neo-liberal individualistic humanist structures. This paper begins with a review of landmark Supreme Court rulings that have reconfigured the boundaries of public schools and influenced the practice of inclusive education. These rulings have influenced how inclusive education has…
Descriptors: Inclusion, Educational Change, Public Schools, Students with Disabilities
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Tiernan, Bairbre – European Journal of Special Needs Education, 2022
Inclusive education is a contentious concept with opposing opinions on what constitutes inclusion. This paper examines the concept of inclusive education, focusing on the distinction between inclusion and full inclusion, with a view to contributing to the ongoing discussion about the future direction of the Irish educational system. As a result of…
Descriptors: Inclusion, Foreign Countries, Students with Disabilities, Regular and Special Education Relationship
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Aruna Devi; Elizabeth Emma Palmer; Rahul Ganguly; Prabal Datta Barua – Asia-Pacific Education Researcher, 2024
The intake of students with autism is increasing in inclusive classrooms. Teacher preparedness in teaching these students is an essential requirement for effective education. Little is known about teachers' current educational experiences underpinning their preparedness in teaching autistic students. This study utilised semi-structured interviews…
Descriptors: Autism Spectrum Disorders, Preservice Teachers, Inclusion, Teacher Improvement
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Razan Numan Alkhatib; Mahmoud Gharaibeh; Samir Jabra Dukmak; Mervat Amin Ijha – Journal of Research in Special Educational Needs, 2024
Special education teachers' attitudes to teaching students with disabilities in the regular classroom were investigated alongside demographic characteristics. They had positive attitudes to inclusive teaching, with males, expatriates and Cycle. Two teachers being more positive. Attitudes towards inclusion were not, however, significantly…
Descriptors: Special Education Teachers, Teacher Attitudes, Students with Disabilities, Regular and Special Education Relationship
Caren Renee Carey – ProQuest LLC, 2024
Inclusion involves the placement of students with disabilities in the general education setting, learning alongside their nondisabled peers. Unfortunately, many inclusion teachers are often faced with challenges that impact their ability to successfully meet the academic needs of students with disabilities. The purpose of this basic qualitative…
Descriptors: Teacher Attitudes, Inclusion, Student Needs, Academic Achievement
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Aurélie Pistono; Stéphanie Maziero; Yves Chaix; Mélanie Jucla – International Journal of Language & Communication Disorders, 2024
Background: Disfluency is a multifactorial concept that can be linked to several of the language production levels, in both typical and atypical populations. In children, the language system is still developing and few studies have explored disfluency patterns. In typical development (TD), in particular, studies have shown discrepancies according…
Descriptors: Foreign Countries, Preadolescents, Young Children, Dyslexia
Staci Luann Cade – ProQuest LLC, 2024
The primary purpose of this quantitative study was to investigate whether special education and general education teacher perceptions of collaboration, leadership, and efficacy beliefs influenced student performance on STAAR. Quantitative data were collected using a Qualtrics survey consisting of 56 items regarding special education and general…
Descriptors: Regular and Special Education Relationship, Teacher Collaboration, Special Education Teachers, Teacher Attitudes
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Fernanda Esqueda Villegas; Steffie van der Steen; Alexander Minnaert – Review Journal of Autism and Developmental Disorders, 2024
This study aimed to identify which aspects of teacher-student interactions contribute to a successful inclusion of students with autism spectrum disorder (ASD) in mainstream secondary classrooms. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed. Eight studies fulfilled our criteria, and we…
Descriptors: Literature Reviews, Students with Disabilities, Autism Spectrum Disorders, Regular and Special Education Relationship
Michelle B. Jugan; Niña Rozanne T. Delos Reyes; Joseph C. Pepito Jr.; Reylan G. Capuno; Lilibeth C. Pinili; Ann Frances P. Cabigon; Regina E. Sitoy; Irene O. Mamites – Online Submission, 2024
This study examined the inclusion teachers' attitudes towards inclusive education in the public schools of Liloan District, Cebu Province Division. A descriptive-correlational design was utilized to collect data from purposively sampled 30 elementary teacher respondents through the M STATIC structured questionnaire. Most teachers were experienced…
Descriptors: Teacher Attitudes, Public School Teachers, Elementary School Teachers, Inclusion
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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
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Tempel, Tobias – European Journal of Special Needs Education, 2023
Attitudes towards inclusive education typically are measured by questionnaires. Self-reported attitudes are prone to various biases, however, that often are neglected in the interpretation of survey outcomes. The present study investigated two biasing influences experimentally: social desirability and question order. A contrast effect occurred.…
Descriptors: Inclusion, Attitudes toward Disabilities, Students with Disabilities, Regular and Special Education Relationship
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