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Education Sciences
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Inclusion and Equity for Students with Special Educational Needs: Trends,...
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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: closed (6 March 2026) | Viewed by 4500

Special Issue Editors

Dr. Wendi Beamish

E-Mail Website
Guest Editor
School of Education and Professional Studies, Griffith University, Nathan, QLD 4111, Australia
Interests: special needs education; inclusive education and policy; educational transitions; behavioural support; early intervention
Dr. Stephen Hay

E-Mail Website
Guest Editor
School of Education and Professional Studies, Griffith University, Nathan, QLD 4111, Australia
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 250 words) can be sent to the Editorial Office for assessment.

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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Further information on MDPI's Special Issue policies can be found here.

Published Papers (5 papers)

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Research

13 pages, 212 KB  
Article
Familialised Governance in Greek Special Education: Parental Roles Across Placement Pathways
by Athanasios Koutsoklenis
Educ. Sci. 2026, 16(4), 551; https://doi.org/10.3390/educsci16040551 - 1 Apr 2026
Viewed by 299
Abstract
This conceptual article examines how special education in Greece is governed through the redistribution of institutional responsibility to families. It operationalises familialisation by specifying institutionally produced parental roles through which provision is organised under fragmented and contingent conditions. By tracing how these roles [...] Read more.
This conceptual article examines how special education in Greece is governed through the redistribution of institutional responsibility to families. It operationalises familialisation by specifying institutionally produced parental roles through which provision is organised under fragmented and contingent conditions. By tracing how these roles relate and shift across placement arrangements (e.g., parallel support, inclusion units, special assistants, home-based instruction, segregated schools), the article argues that parental labour can be understood as a structural condition shaping access to mainstream placement and support. It concludes that familialised governance converts formally equal rights within public education into unequal possibilities of realisation by making mainstream participation dependent on households’ differential resources and institutional capacity. Full article
(This article belongs to the Special Issue Inclusion and Equity for Students with Special Educational Needs: Trends, Tensions, and Tactics)
17 pages, 470 KB  
Article
“There’s No Life School”—Inclusive School Supports for Autistic School Leavers: A Self-Determination Theory Perspective
by Danielle Tracey, Nicole Sharp, Simone Nash and Caroline Mills
Educ. Sci. 2026, 16(2), 329; https://doi.org/10.3390/educsci16020329 - 18 Feb 2026
Viewed by 595
Abstract
Autistic people experience lower rates of employment, education, and participation, and the identification of autistic people is growing rapidly with improved early identification, increased community awareness, and improved identification in previously under-diagnosed populations. Although inclusive education policies and practices present an opportunity to [...] Read more.
Autistic people experience lower rates of employment, education, and participation, and the identification of autistic people is growing rapidly with improved early identification, increased community awareness, and improved identification in previously under-diagnosed populations. Although inclusive education policies and practices present an opportunity to bolster the transition into adulthood for autistic young people, there is little mandate around these processes and supports. This qualitative study gathered the perspectives of people with direct experience of mainstream school transition supports through 46 interviews with autistic young people, educators, and parents/carers. The participants’ narratives were interpreted through the lens of self-determination theory to understand how inclusive schools can best fulfil autistic young peoples’ needs for competence, autonomy, and relatedness. The findings enable recommendations for inclusive school practice and supports, informed by the stories of those who have experience with the phenomenon. Full article
(This article belongs to the Special Issue Inclusion and Equity for Students with Special Educational Needs: Trends, Tensions, and Tactics)
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31 pages, 380 KB  
Article
Principals’ Efforts to Create and Foster an Inclusive School Culture: Pragmatic Approaches in Fast-Growth School Environments
by Barbara L. Pazey, Pinyi Wang, April Joy Miles and William R. Black
Educ. Sci. 2026, 16(1), 66; https://doi.org/10.3390/educsci16010066 - 3 Jan 2026
Viewed by 1252
Abstract
School leaders are central to addressing educational inequality by fostering inclusion and belonging within their school communities. In fast-growth educational environments where enrollment surges and demographic shifts outpace resource capacity, school leaders face complex challenges in developing inclusive structures and cultures for students [...] Read more.
School leaders are central to addressing educational inequality by fostering inclusion and belonging within their school communities. In fast-growth educational environments where enrollment surges and demographic shifts outpace resource capacity, school leaders face complex challenges in developing inclusive structures and cultures for students with disabilities. In this qualitative case study, the authors examined how 18 principals across PreK-12 grade levels in three rapidly expanding Texas districts conceptualized and enacted inclusive leadership. Thematic analysis of semi-structured interviews and focus groups revealed that while principals believed all students are capable of learning, they defined inclusion philosophically but implemented pragmatically limited notions of inclusion shaped by their districts’ organizational structures and continuum of services approaches to special education. Findings illustrate that fast-growth contexts amplify tensions between compliance and care, as school leaders balance external accountability and resource constraints with efforts to cultivate school cultures grounded in empathy, relationships, safety, and belonging. The study presents a complicated picture of how principals navigate pragmatic constraints while pursuing inclusive practices for students receiving special education services. Inclusive educational leadership in fast-growth school environments is more likely to occur when leaders reframe inclusion not as placement, but as a shared commitment to recognizing every student’s capability within a responsive community. Full article
(This article belongs to the Special Issue Inclusion and Equity for Students with Special Educational Needs: Trends, Tensions, and Tactics)
17 pages, 299 KB  
Article
Teachers’ Attitudes Toward Inclusion and the ICF: Evidence from a National Survey in Portugal
by Maria José Saragoça and Adelinda Araújo Candeias
Educ. Sci. 2026, 16(1), 44; https://doi.org/10.3390/educsci16010044 - 30 Dec 2025
Viewed by 710
Abstract
The “International Classification of Functioning, Disability and Health (ICF)” frames disability as an interaction between individual functioning and contextual factors, promoting participation over deficit-based models. In Portugal, the ICF was mandatory for eligibility decisions between 2008 and 2018 and remains a conceptual reference [...] Read more.
The “International Classification of Functioning, Disability and Health (ICF)” frames disability as an interaction between individual functioning and contextual factors, promoting participation over deficit-based models. In Portugal, the ICF was mandatory for eligibility decisions between 2008 and 2018 and remains a conceptual reference in inclusive education. However, little is known about teachers’ attitudes toward its use. This study explored Portuguese teachers’ attitudes toward (a) inclusion of students with “special educational needs (SEN)” and (b) the ICF as a framework for educational planning. A cross-sectional online survey was conducted with 417 public-school teachers working across all levels of compulsory education, from pre-school to secondary education. The questionnaire assessed six indicators of inclusion attitudes and a validated 27-item ICF Attitudes Scale. Data were analyzed using descriptive and correlational procedures. Teachers expressed strong support for participation in school life and selective academic integration, while rejecting full-time placement for all SEN students. Attitudes toward the ICF were generally positive, highlighting its perceived usefulness for planning and identifying barriers. Professional background variables showed only weak associations with these attitudes. Teachers value inclusive participation and recognize the ICF’s potential, but practical implementation depends on time, resources, and collaboration. Findings underscore the need for practice-based professional development to strengthen inclusive education. Full article
(This article belongs to the Special Issue Inclusion and Equity for Students with Special Educational Needs: Trends, Tensions, and Tactics)
21 pages, 344 KB  
Article
21st-Century Skills in Israeli Post-Secondary Education: Predictors Among Students with and Without Learning Disabilities
by Israel Rachevski and Vered Vaknin-Nusbaum
Educ. Sci. 2025, 15(12), 1584; https://doi.org/10.3390/educsci15121584 - 24 Nov 2025
Viewed by 627
Abstract
This study examined self-reported 21st-century skill differences between students with learning disabilities (LD) and their typical peers and tested how personal, socioeconomic, and employment factors predict these skills in both groups. Differences in 21st-century skills between first-year and upper-year students within each group [...] Read more.
This study examined self-reported 21st-century skill differences between students with learning disabilities (LD) and their typical peers and tested how personal, socioeconomic, and employment factors predict these skills in both groups. Differences in 21st-century skills between first-year and upper-year students within each group were also examined. Participants were 739 students who completed a demographic questionnaire and a three-part 21st-century skills measure covering cognitive, intrapersonal, and interpersonal domains. The findings showed significant skill gaps, with typical students scoring higher in most domains. Higher mother’s education and income were correlated with better skills in both groups; however, these correlations were stronger among typical students, suggesting that SES advantages may not fully compensate for the specific challenges associated with LD. Whereas typical students reported higher 21st-century skill levels in upper years than in the first year, students with LD did not show comparable differences, suggesting that higher education environments may not provide adequate support for developing these skills among students with LD. Overall, the results highlight persistent barriers for students with LD and underscore the need for tailored institutional interventions to promote 21st-century skills, thereby supporting social integration and employment. Full article
(This article belongs to the Special Issue Inclusion and Equity for Students with Special Educational Needs: Trends, Tensions, and Tactics)
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