In this paper, I examine how performative practices of care that are primarily focused on academic achievement and learning outcomes have contributed to the creation of geographies of exclusion within mainstream schools for students with disability. Through a study of a 12-year-old student diagnosed with autism in a secondary school in Melbourne,…

This study reports on a research project which took place in a mainstream primary school with a small specialist resource provision for autistic children. The study aimed to elicit the voice of eleven autistic pupils on their perspectives of what an autistic friendly primary school should be like. This is important, as all children have the right…

The Finnish education system is based on equity, and the basic education act emphasises the inclusion and full participation of all pupils in education. Social participation of SEN students is a key issue favouring inclusive schools. Thus, SEN pupils' experiences of social participation indicate how inclusion policies work in practice. This study…

This study investigates from their perspectives, the educational experiences of twelve autistic young people (aged 11-17 years) for whom mainstream was, or is, challenging. This paper focuses on one theme from this study and presents how these young people experience, define and conceptualise inclusion. A flexible qualitative participatory…

This study investigates the change in students' cognitive engagement as a result of participation in a Flexible Learning Programme. Using an understanding of engagement as both a process and a relationship between the students and their school, we sought to determine whether students' perception of competency, willingness to engage, and…

The notion of inclusion has gained momentum worldwide, with most countries around the world embracing inclusive policies in their educational systems. However, there is still an ongoing debate as to what is inclusion and hence, the consequent challenge of coming up with an agreed definition, which could then be used to plan for and subsequently,…

Saudi Arabia has followed the global trend towards inclusive education; however, few researchers have examined the lived reality of inclusion in Saudi schools. In this study, we interviewed 31 girls and 34 boys in grades 5 and 6 who attended an inclusive school in Saudi. The overarching research question was, "How do Saudi children perceive…

Teacher education institutions play a key role in preparing pre-service teachers to graduate as competent and confident inclusive educators. Seeking to understand pre-service teachers' current perceptions of diversity and inclusion, and how they perceived themselves as future inclusive educators, this qualitative study employed inductive analysis…

This study investigated the influence of the support services on the test anxiety of students and/or their ability to submit assignments in each of the two disability groups, those with vision impairment and those with intellectual disability, who were placed in specialist and mainstream educational settings in South Australia. Interviews were…

This study provides a Canada-wide snapshot of the self-efficacy and beliefs of 1490 preservice teachers in relation to inclusive teaching using the Teacher Efficacy for Inclusive Practice and the Beliefs about Learning and Teaching Questionnaire. At the time of data collection, these preservice teachers were in the final stages of their teacher…

The development of an inclusive pedagogy takes on new urgency in Norwegian schools as the student body has become increasingly culturally and linguistically diverse. Traditionally, the Norwegian school has been dominated by homogenising and assimilating discourses, whereas alternative voices have been situated at the margins. In response to this…

For over a decade, inclusive discourse comprises the development of a school for all, both in primary and in secondary education. Facing long-standing barriers for effective comprehensive education, secondary schools show specific interests, strengths and needs in a school-wide movement towards inclusion. Reviewing literature of recent research in…

This paper examines the extent to which the capability approach captures the complexity of the lives of young women with disabilities in Pakistan, particularly in relation to their education. Focusing on their educational experiences and outcomes, we examine the ways in which education shaped what these young women were able to achieve--what they…

Learning to value difference and diversity is a central goal of Initial Teacher Education (ITE) professional practice programmes in New Zealand. Yet the authors have continued to struggle to work with their ITE students to move them as a group towards such valuing in both theory and practice. In this article events that lead up to the changes…

Quality support services play a significant role in the overall development of students with an intellectual disability. This qualitative study sought to examine to what extent the support services provided in South Australian schools for students with an intellectual disability influenced these students' problem-solving skills, family, social and…