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Education Sciences
Special Issues
Effective Policies and Practices in Inclusive Preschool and Primary Education
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Effective Policies and Practices in Inclusive Preschool and Primary Education

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 2025 | Viewed by 2486

Special Issue Editors

Dr. Aglaia Stampoltzis

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Guest Editor
Department of Economics and Sustainable Development, Harokopio University of Athens, 17676 Athens, Greece
Interests: inclusive education; special educational needs in primary schools; inclusive higher education; educational psychology
Dr. Eleni Peristeri

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Guest Editor
Department of Theoretical & Applied Linguistics, School of English, Aristotle University of Thessaloniki, 43100 Thessaloniki, Greece
Interests: language disorders; autism spectrum disorders; learning difficulties; bilingualism; inclusive education; socioeconomic status in learning difficulties
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Enabling the equality of participation and education is an important goal of inclusive education. The Salamanca Statement asserts that regular schools with an inclusive approach are the best way to combat discriminatory attitudes and achieve effective education for the vast majority of children. In recent years, significant efforts have been made in different countries to make educational policies and practices more inclusive. Modern inclusive education is influenced by the idea that every child must be given appropriate learning opportunities and, therefore, inclusion involves including children with special educational needs in mainstream schools as early as possible. Educational interventions and decisions about who needs support and the type(s) of support needed should be the basis of inclusive education. Without disregarding the importance of individual and specialized support, it is essential to acknowledge that all children come to school from a variety of home contexts with their own characteristics and educational needs.

The aim of this Special Issue is to gather together recent high-quality work on early needs assessment, teaching practices, and evidence-based interventions in inclusive preschool and primary education, with an emphasis on socioecological models that empower students with disabilities to reach their full potential. This Special Issue welcomes the submission of original research and review articles.

Research topics may include, but are not limited to:

  • The development of diagnostic tools for inclusive education;
  • The implementation of frameworks for assessment in inclusive preschool and primary educational units;
  • Best teaching practices for children with diverse educational needs;
  • Early intervention for special educational needs;
  • Evidence-based interventions for neurodiverse pupils in primary school;
  • The perspectives and experiences of students, families, and teachers involved in the process of inclusive education;
  • New and assistive technologies in inclusive pedagogy;
  • Building inclusive school cultures.

We look forward to receiving your contributions.

Dr. Aglaia Stampoltzis
Dr. Eleni Peristeri
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

  • inclusive pedagogy
  • early intervention
  • inclusive assessment
  • effective teaching practices
  • successful learning
  • personalized learning plans

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

Published Papers (3 papers)

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Research

15 pages, 1009 KiB  
Article
Using Self-Management to Teach Social Interactions to Preschoolers with Autism Spectrum Disorder During Recess in School Settings
by Petros Galanis and Angeliki Gena
Educ. Sci. 2025, 15(5), 587; https://doi.org/10.3390/educsci15050587 - 8 May 2025
Viewed by 331
Abstract
Children with autism spectrum disorder (ASD) may face significant challenges in general education settings, particularly in the absence of support from skilled teachers. One of the most frequently reported challenges in the literature involves difficulties in the social domain, specifically in peer interactions. [...] Read more.
Children with autism spectrum disorder (ASD) may face significant challenges in general education settings, particularly in the absence of support from skilled teachers. One of the most frequently reported challenges in the literature involves difficulties in the social domain, specifically in peer interactions. The purpose of the present study was to investigate the efficacy of a behavior analytic intervention in improving the social skills of three preschoolers with ASD during recess. The efficacy of the treatment, which included prompting, social reinforcement, and self-management procedures, was assessed using a multiple-baseline across-participants experimental design. Results demonstrated that the intervention was effective in promoting appropriate social behavior of the three preschoolers with ASD, whereas self-management strategies contributed to further improvement and maintenance of the treatment outcomes even in the absence of support from a shadow teacher. Full article
(This article belongs to the Special Issue Effective Policies and Practices in Inclusive Preschool and Primary Education)
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16 pages, 236 KiB  
Article
The Development of the “Checklist for Life Skills Educational Assessment” (CLSEA)
by Anastasia Vlachou, Panayiota Stavroussi, Eleni Andreou and Anastasia Toulia
Educ. Sci. 2025, 15(5), 556; https://doi.org/10.3390/educsci15050556 - 30 Apr 2025
Viewed by 914
Abstract
Students with developmental disabilities constitute a heterogeneous group with significant difficulties in adaptive behavior. It is expected that educational programs are equipped with the appropriate resources to support students and promote their skills related to adaptive behavior, such as life skills. A critical [...] Read more.
Students with developmental disabilities constitute a heterogeneous group with significant difficulties in adaptive behavior. It is expected that educational programs are equipped with the appropriate resources to support students and promote their skills related to adaptive behavior, such as life skills. A critical issue for the development and implementation of appropriate educational interventions in the domain of life skills is the availability and use of reliable yet inclusive assessment procedures. The present study focused on the development of a new instrument (Checklist for Life Skills Educational Assessment—CLSEA), which aims at a systematic assessment of the life skills of a student with a developmental disability and the determination of individual life skill profiles. The checklist was completed by the teachers of 339 students with developmental disabilities aged 7 to 18 years. The procedure and the main steps of the instrument’s construction are presented along with the results of validation analyses. The checklist includes three sections corresponding to main fields of functioning: a. daily living skills; b. personal–social skills; and c. prevocational–vocational skills. Exploratory factor analysis was conducted for each section separately, and the results indicated a number of interpretable factors with satisfactory reliability. Current perspectives on the characteristics and purposes of quality assessment procedures in the context of designing appropriate inclusive interventions for enhancing students’ skills are discussed. Full article
(This article belongs to the Special Issue Effective Policies and Practices in Inclusive Preschool and Primary Education)
12 pages, 218 KiB  
Article
Autism Knowledge, Perceptions of Potential Outcomes and Attitudes About Autism Education in Greece
by Despina Papoudi and Katerina Antonopoulou
Educ. Sci. 2025, 15(3), 275; https://doi.org/10.3390/educsci15030275 - 23 Feb 2025
Viewed by 675
Abstract
The present study examines professionals’ knowledge of autism as well as perceptions of potential outcomes and attitudes about education and the inclusion of autistic children in Greece. One hundred and eighty mainstream school teachers, special needs teachers and health/social care professionals, all working [...] Read more.
The present study examines professionals’ knowledge of autism as well as perceptions of potential outcomes and attitudes about education and the inclusion of autistic children in Greece. One hundred and eighty mainstream school teachers, special needs teachers and health/social care professionals, all working in the education sector, responded to self-reported questionnaires. Results showed between-group differences in the knowledge of autism prognosis and in self-efficacy in supporting autistic children, with health/social care professionals outperforming teachers. Mainstream school teachers, however, achieved higher scores compared to health/social care professionals in their perceptions of life and literacy outcomes and in their attitudes about the use of modified assessment methods for autistic children. The present findings support the need for improving perceptions for autistic children, promoting inclusive practices and a multi-disciplinary shared understanding of autism among professionals within the education sector and beyond. Full article
(This article belongs to the Special Issue Effective Policies and Practices in Inclusive Preschool and Primary Education)
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