Effective Inclusion of Students with Disabilities in Secondary Schools
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Special and Inclusive Education".
Deadline for manuscript submissions: 31 August 2026 | Viewed by 7
Special Issue Editors
Interests: interventions for students with multiple risk indicators; reading difficulties; adolescent literacy; dropout prevention; college readiness; inclusion; effective teaching practices; mentoring; engagement; delinquency
Special Issues, Collections and Topics in MDPI journals
Interests: peer mediated interventions; evidence based practices; secondary education
Special Issues, Collections and Topics in MDPI journals
Special Issue Information
Dear Colleagues,
The proposed Special Issue of Education Sciences, “Effective Inclusion of Students with Disabilities in Secondary Schools”, focuses on models and practices that support inclusion of students with disabilities in general education classrooms within secondary schools. A majority of students with disabilities spend more than 80% of their school day receiving special education supports and services in general education (National Center for Education Statistics, 2024). Yet, limited empirical research on effective inclusion of students with disabilities in secondary schools exists. Of the available inclusive education research, social inclusion of students with severe disabilities has supporting evidence and academic inclusion of students with mild disabilities has shown promise as well (Carter et al., 2016). Despite limited knowledge of effective inclusion of students with disabilities, there is an implementation gap of inclusive academic and behavioral practices. Our goal of this Special Issue is to contribute to our limited knowledge of effective implementation of inclusive education of secondary students with disabilities in secondary classrooms and schools. Researchers who have research-based (RB) and practice-based (PB) evidence of school-wide or class-wide models of inclusion shown to improve outcomes of secondary students with disabilities are strongly encouraged to submit manuscripts for this Special Issue. The themes may include, but are not limited to, evidence-based inclusive practices; multi-tiered systems of support (MTSS); supplemental, targeted interventions; peer-mediated interventions (PMIs); collaboration; co-teaching; specially designed instruction (SDI); universal design for learning (UDL); and individualized education programs (IEPs) for including secondary students with disabilities in general education.
Dr. Nicole Pyle
Dr. Daniel Pyle
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
- inclusive models
- inclusive practices
- inclusive education
- students with disabilities
- general education
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