Special and Inclusive Education
A section of Education Sciences (ISSN 2227-7102).
Section Information
In recent years, the topics of special education and inclusive education for individuals with special educational needs and disabilities (SEND) have become more contentious. The controversy has been heightened by attacks on special education suggesting that it is no longer needed and that its continuation perpetuates injustice. The promotion of the development of inclusive education alone, encompassing all students without exception (i.e., full inclusion, without any education outside the general education classroom), has been heightened by article 24 of the United Nations’ Convention on the Rights of Persons with Disabilities (CRPD). Article 24 of the CRPD, specific to education, does not define inclusion, and makes no mention at all of special education.
This section welcomes manuscripts on a variety of topics about special education and inclusive education. It recognizes the importance of inclusion of students with SEND to the maximum extent possible, so long as the special needs of students are met. It recognizes that the quality of instruction is more important than the place of instruction and does not assume that placement in any setting or environment necessarily ensures appropriate instruction. Thus, manuscripts describing successful inclusion are welcome, as well as those describing successful special education in alternative, non-general education environments.
Original, empirical studies are welcome, as are research reviews and papers addressing important conceptual or theoretical issues. Manuscripts simply describing services or programs, without in some way investigating or evaluating them, are not appropriate.Keywords
- administration
- counseling
- early childhood
- intervention (strategies, programs, service delivery)
- legislation
- litigation
- measurement and evaluation
- mental health
- parents and families
- professional training and standards
- psychological development
- rehabilitation
- remediation
- theory
Editorial Board
Special Issues
Following special issues within this section are currently open for submissions:
- Training and Supporting Educators for Transformative Practice in Special Education (Deadline: 29 May 2026)
- Barriers to Learning and Participation in Educational Settings: Lights and Shadows Towards Inclusive Education (Deadline: 15 June 2026)
- Experiences for Educational Equalities in Higher Education (Deadline: 15 July 2026)
- Students on the Margins: Giftedness, Twice-Exceptionality, Disability, and Neurodivergence (Deadline: 30 July 2026)
- Effective Inclusion of Students with Disabilities in Secondary Schools (Deadline: 31 August 2026)
- Mathematics Education in Special and Inclusive Settings: Research and Practice (Deadline: 12 September 2026)
- Social–Emotional Learning and Inclusive and Special Education (Deadline: 15 September 2026)
- Inclusive Education Pedagogy: Innovations in Effectively Supporting Teaching Teams (Deadline: 30 September 2026)
- Technology-Assisted Instruction in Special Education (Deadline: 31 December 2026)
- Neuro-Affirming Approaches to Support Autistic Students in Educational Settings (Deadline: 31 January 2027)
- Behavioral Interventions in Special Education: Focus on Academic Skills (Deadline: 30 June 2027)
