Inclusion and Equity for Students with Special Educational Needs: Trends, Tensions, and Tactics
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Special and Inclusive Education".
Deadline for manuscript submissions: 6 February 2026 | Viewed by 71
Special Issue Editors
Interests: special needs education; inclusive education and policy; educational transitions; behavioural support; early intervention
Interests: education policy; school to employment transitions; artificial intelligence in education; inclusive education; social justice through education; research methods
Special Issue Information
Dear Colleagues,
Since the Salamanca Statement (UNESCO, 1994), inclusion and equity have remained central goals in the education of students with special educational needs (SEN). Thirty years on, what progress has been made in translating these commitments into meaningful reforms, policies, and practices? Despite global advocacy for inclusive education, disparities persist in access, quality, and outcomes for this student group. While some education systems have embraced inclusive models, others continue to grapple with dual education systems, resource constraints, and competing policy priorities. The evolving landscape of inclusive education raises critical questions about the effectiveness of existing approaches, the impact of policy frameworks, and the lived experiences of students, teachers, and families.
This Special Issue seeks to examine these complexities, offering insights into current trends, ongoing tensions, and the practical tactics needed to advance the global agenda regarding inclusion and equity for students with SEN.
Topics may include (but are not limited to) the following:
- Rethinking the formulation, implementation, and impact of inclusive education policies;
- Assessing the effectiveness of inclusive policies and practices;
- Bridging gaps in funding and resourcing for inclusive education;
- Balancing access, equity, and excellence in inclusive schools;
- Using evidence-based strategies for teaching and learning;
- Preparing teachers to implement inclusive education in the classroom;
- Building resilience and well-being in inclusive schools;
- Employing assistive technologies and digital tools to foster inclusion;
- Understanding the schooling experiences of students with and without SEN.
In this Special Issue, original research articles, literature reviews, and perspectives are welcome.
We look forward to receiving your contributions.
Dr. Wendi Beamish
Dr. Stephen Hay
Guest Editors
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- inclusion and equity
- special educational needs
- disability
- teacher education and professional development
- policy formulation and implementation
- evidence-based practice
- inclusive pedagogy
- assistive technology
- student voice and agency
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