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16 pages, 461 KB

Open AccessArticle

How Do Gender and Previous Contact with People with Disabilities Affect Students’ Attitudes Towards Inclusion in Physical Education? A Chilean–Spanish Experience

by Mauro Grassi-Roig, Fernando Muñoz-Hinrichsen, Rodrigo C. Vergara, Javier Coterón and Javier Pérez-Tejero

Educ. Sci. 2025, 15(12), 1672; https://doi.org/10.3390/educsci15121672 - 11 Dec 2025

Viewed by 228

Abstract

The research explores the attitudes of students without disabilities towards the inclusion of students with disabilities in Physical Education classes. It analyses how gender and previous contact with people with disabilities influence these attitudes across four Spanish-speaking cities. The study involved 3732 secondary [...] Read more.

The research explores the attitudes of students without disabilities towards the inclusion of students with disabilities in Physical Education classes. It analyses how gender and previous contact with people with disabilities influence these attitudes across four Spanish-speaking cities. The study involved 3732 secondary school students from Spain and Chile. Data was collected using the Students’ Attitudes Towards Integration in Physical Education (CAIPER-R) instrument. The results indicated that girls generally have more positive attitudes towards inclusion than boys. However, previous contact with people with disabilities did not significantly affect the students’ attitudes. There were also differences observed across the cities, with Extremadura showing the highest inclusion scores. This study highlights the importance of gender in shaping attitudes towards inclusion in PE. It suggests that new educational policies are effectively promoting inclusion across culturally similar countries, such as Chile and Spain. Full article

(This article belongs to the Special Issue Teachers and Teaching in Inclusive Education)

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23 pages, 612 KB

Open AccessArticle

DocenTEA: Development and Validation of a Questionnaire to Assess Inclusive Teaching Competence Toward Students with Autism Spectrum Disorder (ASD)

by M Gloria Gallego-Jiménez, Sofia Torrecilla-Manresa and María Isabel Marí-Sanmillan

Educ. Sci. 2025, 15(11), 1432; https://doi.org/10.3390/educsci15111432 - 24 Oct 2025

Viewed by 922

Abstract

The prevalence of students with Autism Spectrum Disorder (ASD) has steadily increased, posing new challenges for inclusive education and teacher preparation. Teaching competence, understood as a multidimensional construct integrating cognitive, attitudinal, motivational, and practical components, is key to ensuring high-quality educational responses. This [...] Read more.

The prevalence of students with Autism Spectrum Disorder (ASD) has steadily increased, posing new challenges for inclusive education and teacher preparation. Teaching competence, understood as a multidimensional construct integrating cognitive, attitudinal, motivational, and practical components, is key to ensuring high-quality educational responses. This study developed and preliminarily validated DocenTEA, a questionnaire designed to assess five interrelated dimensions of inclusive competence: training, knowledge, experience, socio-emotional skills, and inclusive pedagogical practices. The instrument, consisting of 25 Likert-type items (0–4), was administered to 270 teachers across different educational levels in Spain. Content validity was examined through expert judgment and Aiken’s V coefficient (≥0.70), while construct validity was assessed via exploratory factor analysis using ULS estimation and Promax rotation. The five-factor solution explained 60.43% of the variance and showed adequate reliability (α and ω ≥ 0.70). Overall, DocenTEA emerges as a useful tool to identify teachers’ strengths and training needs, and to guide professional development programs and inclusive practices aimed at supporting students with ASD. Full article

(This article belongs to the Special Issue Teachers and Teaching in Inclusive Education)

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19 pages, 1363 KB

Open AccessArticle

From Legal Innovation to School Reality: Leadership Perspectives on Inclusive Education in Portugal

by Sofia Silva and Nuno Fraga

Educ. Sci. 2025, 15(10), 1309; https://doi.org/10.3390/educsci15101309 - 2 Oct 2025

Viewed by 1489

Abstract

Inclusive education is a central pillar of contemporary educational policy worldwide, aiming to ensure equity, participation, and success for all learners. Understanding how inclusive policies are implemented in everyday school contexts is essential to identify both enabling factors and persistent barriers. In Portugal, [...] Read more.

Inclusive education is a central pillar of contemporary educational policy worldwide, aiming to ensure equity, participation, and success for all learners. Understanding how inclusive policies are implemented in everyday school contexts is essential to identify both enabling factors and persistent barriers. In Portugal, this process has been shaped by a progressive legislative framework, notably Decree-Law 54/2018 and its regional adaptation in the Autonomous Region of Madeira (RAM) through Regional Legislative Decree 11/2020/M. This case study combined qualitative documentary analysis with a questionnaire applied to coordinators of the Multidisciplinary Teams to Support Inclusive Education (EMAEI) from 11 of the 14 secondary schools in the RAM (79% of the total). The questionnaire covered five domains: inclusive principles, leadership, professional development, resources, and diagnosis of learning barriers. Descriptive statistics and content analysis were used to interpret the data. Results show that coordinators share a strong ethical commitment to inclusion and recognize EMAEI as a strategic organizational structure. However, they point to irregular and insufficient training, delays and mismatches in resource allocation, and limited institutionalization of co-teaching and joint planning. Leadership emerges as a decisive enabler of collaborative cultures. The study concludes that ambitious legislation must be complemented by agile resource management, sustained context-based training, and distributed leadership for inclusive schooling to become everyday practice. Full article

(This article belongs to the Special Issue Teachers and Teaching in Inclusive Education)

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18 pages, 280 KB

Open AccessArticle

Exploring the Impact of Multigrading on Learners with Disabilities: A Qualitative Study in Harry Gwala District, KZN, South Africa

by Sifiso Emmanuel Mbelu

Educ. Sci. 2025, 15(9), 1254; https://doi.org/10.3390/educsci15091254 - 19 Sep 2025

Viewed by 1012

Abstract

This qualitative study investigates the impact of multigrade classroom arrangements on learners with disabilities in the Harry Gwala District of KwaZulu-Natal, South Africa. Drawing on Bronfenbrenner’s Ecological Systems Theory, the research explores how systemic factors, from classroom-level practices to broader policy environments, shape [...] Read more.

This qualitative study investigates the impact of multigrade classroom arrangements on learners with disabilities in the Harry Gwala District of KwaZulu-Natal, South Africa. Drawing on Bronfenbrenner’s Ecological Systems Theory, the research explores how systemic factors, from classroom-level practices to broader policy environments, shape inclusive education in rural multigrade settings. Data were collected through semi-structured interviews and focus group discussions with twenty teachers and ten principals. Thematic analysis revealed five key themes: instructional challenges, emotional and professional strain on teachers, systemic resource limitations, leadership constraints, and long-term developmental implications for learners with disabilities. Participants reported that multigrade settings hinder differentiated instruction, leading to frustration and disengagement among learners with disabilities. Teachers expressed emotional exhaustion and a lack of training tailored to inclusive multigrade contexts. Principals highlighted chronic resource shortages and unclear policy directives, which limited their ability to support inclusive practices. Despite these challenges, some school principals demonstrated strong commitment and agency, suggesting that leadership can be a catalyst for change even in under-resourced environments. The study contributes to the literature by disentangling the lived experiences of teachers from policy interpretations and by foregrounding the voices of those navigating inclusive education in complex rural settings. It recommends structural reforms, including context-sensitive teacher training, improved resource allocation, and leadership development. These findings align with international commitments such as Article 24 of the UNCRPD and offer practical insights for policymakers, teachers, and researchers committed to advancing equity in education. Full article

(This article belongs to the Special Issue Teachers and Teaching in Inclusive Education)

18 pages, 1960 KB

Open AccessArticle

Design and Evaluation of a Multisensory Tangible Game Device for Inclusive Pre-Braille Literacy

by Manuel J. Ibarra-Cabrera, Roel Waldiry Gamarra Chipa, Hesmeralda Rojas Enriquez, Yonatan Mamani-Coaquira, Herwin Alayn Huillcen Baca and David Calderon Vilca

Educ. Sci. 2025, 15(9), 1110; https://doi.org/10.3390/educsci15091110 - 26 Aug 2025

Viewed by 1623

Abstract

This paper presents the design and evaluation of a multisensory tangible game device aimed at promoting pre-Braille literacy in children with varying visual abilities, including those who are blind, partially sighted, and sighted. The prototype integrates tactile, auditory, and visual elements to provide [...] Read more.

This paper presents the design and evaluation of a multisensory tangible game device aimed at promoting pre-Braille literacy in children with varying visual abilities, including those who are blind, partially sighted, and sighted. The prototype integrates tactile, auditory, and visual elements to provide an inclusive and engaging learning experience. The device combines educational content with game-based learning, allowing users to interact with Braille characters through touch while receiving auditory feedback and visual cues. A focus group evaluation was conducted to assess the prototype’s effectiveness, engagement, and educational value. Results indicated that the device successfully captured users’ attention, with 83% recognizing its potential as a valuable educational tool for teaching pre-Braille literacy, 92% of participants reporting high engagement, and 75% of participants agreeing with the serious game approach. Feedback also highlighted areas for improvement, including the need for clearer tactile differentiation and more adaptive learning features. This study demonstrates the potential of combining multisensory feedback and serious gaming to enhance literacy education in children with visual impairments and provides insights into the further development of inclusive educational technologies. Full article

(This article belongs to the Special Issue Teachers and Teaching in Inclusive Education)

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14 pages, 335 KB

Open AccessArticle

Addressing the Quality of Inclusive Education in the Context of Primary School in Spain: What Is the Perception of Families of Students with Functional Diversity?

by Lucía Pérez-Vera, Susana Sánchez-Herrera, Lourdes del Carmen Mendoza and María-Jesús Fernández-Sánchez

Educ. Sci. 2025, 15(9), 1094; https://doi.org/10.3390/educsci15091094 - 25 Aug 2025

Viewed by 1323

Abstract

Inclusive education continues to face significant challenges nowadays due to a lack of resources, specialized support, and teacher training. In the context of primary education in Europe, families of students with functional diversity express their concern about the lack of adequate responses to [...] Read more.

Inclusive education continues to face significant challenges nowadays due to a lack of resources, specialized support, and teacher training. In the context of primary education in Europe, families of students with functional diversity express their concern about the lack of adequate responses to their needs. However, there are merely a few studies that delve into the reality of inclusion from the family perspective. Therefore, this study aims to analyze the perceptions of families of students with functional diversity in Extremadura (Spain), regarding the quality of the educational response offered by schools. For this purpose, the study sample consisted of 70 family members of students with functional diversity in this region. For data collection and analysis, a semi-structured interview was used, applying thematic analysis and chi-square statistical tests in order to explore significant differences in the perceptions gathered. The interviews were transcribed and the answers gathered were categorized. The results show that almost half of the families consider the information received about the disability and the progress of their relatives to be insufficient. Likewise, there is a low level of satisfaction with the support and resources provided by both associations and the public administration. Consequently, the need to strengthen effective communication between schools and families is highlighted as a fundamental pillar to advance toward true educational inclusion. Full article

(This article belongs to the Special Issue Teachers and Teaching in Inclusive Education)

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19 pages, 548 KB

Open AccessArticle

Facing Challenges in Higher Education: Enhancing Accessibility and Inclusion Through Flexible Learning Design

by Ana Afonso, Lina Morgado, Isabel Cristina Carvalho and Maria João Spilker

Educ. Sci. 2025, 15(8), 1013; https://doi.org/10.3390/educsci15081013 - 7 Aug 2025

Viewed by 4120

Abstract

The increasing cultural and demographic diversity among higher education students highlights the challenges regarding accessibility and inclusion. The COVID-19 pandemic has accelerated the shift toward flexible, technology-based teaching practices. However, inclusive, and accessible pedagogical practices lack consistency, particularly when supporting students with disabilities [...] Read more.

The increasing cultural and demographic diversity among higher education students highlights the challenges regarding accessibility and inclusion. The COVID-19 pandemic has accelerated the shift toward flexible, technology-based teaching practices. However, inclusive, and accessible pedagogical practices lack consistency, particularly when supporting students with disabilities or diverse learning needs. This study evaluates the effectiveness of the Learning Design for Flexible Education (FLeD) Tool—a web-based platform developed to support teachers in designing flexible and inclusive learning scenarios. The research adopts a qualitative approach, featuring semi-structured interviews with two Portuguese experts in accessibility and inclusion. The experts analyzed three learning scenarios designed using the FLeD Tool, through the lens of Universal Design for Learning standards. The collected dataset was analyzed using thematic analysis to identify common issues, strengths, and opportunities for improvement. The findings show a gap between institutional policies and their practical application, mainly due to inconsistent teacher training and technical limitations. While the FLeD Tool supports more flexible and inclusive pedagogical designs, experts have identified key shortcomings such as the lack of automated accessibility checks and limited support for specific disabilities. Despite the reduced number of participants (two experts) and dataset (three learning scenarios), which limits the study’s generalizability, the conclusions draw attention to the pivotal role of systematic teacher training, embedded accessibility features and solid institutional policies in bridging the gap between policy aspiration and effective inclusive practice. Full article

(This article belongs to the Special Issue Teachers and Teaching in Inclusive Education)

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15 pages, 4449 KB

Open AccessArticle

Educational Accountability in Inclusive Schools: Exploring Perspectives and Proposing a Model for Accountability in Policy and Practice

by Ahmed Bawa Kuyini

Educ. Sci. 2025, 15(6), 783; https://doi.org/10.3390/educsci15060783 - 19 Jun 2025

Viewed by 1916

Abstract

Accountability in education is an important legal, professional and ethical consideration for all teachers in their practice, as it leads to deep reflections about educational outcomes for their students. However, in respect of inclusive education, a constellation of implementation barriers has led to [...] Read more.

Accountability in education is an important legal, professional and ethical consideration for all teachers in their practice, as it leads to deep reflections about educational outcomes for their students. However, in respect of inclusive education, a constellation of implementation barriers has led to difficulties with understanding and ensuring accountability of outcomes for students with special educational needs (SENs). Additionally, there is very little discussion or research about accountability in special and inclusive education (SIE) in many educational systems around the world. Drawing on extant literature, this paper explores the diverse disciplinary (e.g., policy making, organisational management) understandings of accountability to illuminate the field of educational accountability. It then proposes a model for inclusive education accountability—informed by human rights—that outlines the roles, obligations of policy makers, principals, teachers, and allied professionals to enable accountable practices and outcomes for students with SENs. The proposed model suggests accountability types and obligations at different levels that can be implemented in diverse practice contexts. Full article

(This article belongs to the Special Issue Teachers and Teaching in Inclusive Education)

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16 pages, 973 KB

Open AccessArticle

Co-Teaching as a Dynamic System to Support Students with Disabilities: A Case Study

by Logan W. Qualls, Golnaz Arastoopour Irgens and Shanna E. Hirsch

Educ. Sci. 2025, 15(6), 733; https://doi.org/10.3390/educsci15060733 - 11 Jun 2025

Cited by 4 | Viewed by 5654

Abstract

Approximately 66% of students with disabilities spend most of their day in a general education classroom co-teaching has been the answer to providing inclusive instruction and support though co-teaching is a high-leverage practice for supporting students with disabilities, the effectiveness of the implementation [...] Read more.

Approximately 66% of students with disabilities spend most of their day in a general education classroom co-teaching has been the answer to providing inclusive instruction and support though co-teaching is a high-leverage practice for supporting students with disabilities, the effectiveness of the implementation is debatable. We aimed to better understand what influencers affect co-teaching systems, the resulting effects of those influencers, and what teachers identify as influential components to a successful system of co-teaching. This case study of two co-teaching partnerships was analyzed through the lens of dynamic systems theory using emergent qualitative coding methods. Data from classroom observations and a private semi-structured interview were analyzed. Implications on current practice, such as targeted coaching supports, and future research considerations, such as longitudinal studies of instructional changes for a partnership, are discussed. Full article

(This article belongs to the Special Issue Teachers and Teaching in Inclusive Education)

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23 pages, 257 KB

Open AccessArticle

Teamwork to Support Students with Disabilities: Challenges, Strategies, and Stages of Group Development Within a Design-Based Research Project

by Charlotte Y. Alverson, Matthew Bell, Briana Parra and Liqing Wei

Educ. Sci. 2025, 15(6), 700; https://doi.org/10.3390/educsci15060700 - 4 Jun 2025

Viewed by 2708

Abstract

Teamwork is a critical component in implementing effective interventions for students who experience disability. Qualitative data from a five-year design-based research project were analyzed to identify challenges that education teams faced and strategies they used when designing and implementing a set of online [...] Read more.

Teamwork is a critical component in implementing effective interventions for students who experience disability. Qualitative data from a five-year design-based research project were analyzed to identify challenges that education teams faced and strategies they used when designing and implementing a set of online tools to increase awareness and engagement in hidden STEM career pathways for students who experience disability. Common challenges were related to project-specific knowledge, administrative support, and the district’s existing curriculum. The strategies teams used to overcome these challenges included reliance on a team member, task avoidance, and working within the local context. As we examined the teams’ challenges and the strategies they employed, elements of group development theory were identified. Considerations for practitioners and further research are discussed. Full article

(This article belongs to the Special Issue Teachers and Teaching in Inclusive Education)

19 pages, 253 KB

Open AccessArticle

Shaping Inclusive Classrooms: Key Factors Influencing Teachers’ Attitudes Toward Inclusion of Students with Special Needs

by Carmit Gal, Chen Hanna Ryder, Shani Raveh Amsalem and Oshrat On

Educ. Sci. 2025, 15(5), 541; https://doi.org/10.3390/educsci15050541 - 27 Apr 2025

Cited by 5 | Viewed by 12549

Abstract

This study investigates factors influencing Israeli teachers’ attitudes toward including students with special needs in mainstream classrooms following recent reforms. Using an interpretive phenomenological approach, 40 female mainstream teachers who attended a special education workshop were interviewed. The research reveals general support for [...] Read more.

This study investigates factors influencing Israeli teachers’ attitudes toward including students with special needs in mainstream classrooms following recent reforms. Using an interpretive phenomenological approach, 40 female mainstream teachers who attended a special education workshop were interviewed. The research reveals general support for inclusive education but significant concerns about preparedness, institutional support, and managing diverse needs. Four main themes emerged: nuanced support for inclusive education, factors influencing self-efficacy, key determinants of successful inclusion, and challenges based on disability severity. The findings emphasize the importance of comprehensive training, adequate institutional backing, and teacher self-efficacy in implementing inclusive practices. The study provides insights into the complex landscape of inclusive education in Israel, offering guidance for policymakers, educators, and school leaders. It highlights the need for targeted professional development, collaborative approaches, and systemic policy alignment to improve inclusion implementation. Full article

(This article belongs to the Special Issue Teachers and Teaching in Inclusive Education)

19 pages, 278 KB

Open AccessArticle

The Behavior Specialist in Inclusive Schools: Navigating Power, Support, and Intervention for Behaviours of Concern

by Miriam Colum and Shauna Cullen

Educ. Sci. 2025, 15(5), 531; https://doi.org/10.3390/educsci15050531 - 25 Apr 2025

Viewed by 2994

Abstract

Behaviors of concern (BoC) may be defined as persistent behaviors that impact the daily functioning and learning of children. They are behaviors that could pose a risk to their own safety or the safety of others. Supporting children with BoC is vital for [...] Read more.

Behaviors of concern (BoC) may be defined as persistent behaviors that impact the daily functioning and learning of children. They are behaviors that could pose a risk to their own safety or the safety of others. Supporting children with BoC is vital for student learning, success, and inclusion in both mainstream and special settings. Traditionally, the onus has been on the teacher to support and manage a classroom and all behaviors within that classroom. However, with an increase in BoC impacting school and class activities, targeted support in schools has become more common. Many factors have accelerated this shift, particularly the rise of burnout, lack of confidence, and aggressive behavior in schools, particularly in special school settings. The current study, through a Foucauldian power/knowledge and disciplinary theory paradigm, investigated whether having one specialist in the school aids the children and staff. A focused case study was conducted via seven semi-structured interviews with staff at one special school in the Republic of Ireland (RoI) with a full-time behavior specialist (BS) on site. The findings revealed that (1) the role of the BS is based on identifying BoC and implementing support, (2) having a behavior specialist is key for supporting children and staff in schools, (3) support and interventions are more sustainable once there is the presence of a specialist, and (4) challenges such as a lack of space, inadequate funding, large caseloads, staff shortages, and lack of time are a reality in the school setting. The main conclusion derived from this study is that having a BS in the school has a positive impact on the children, staff, and attitudes, providing both practical and pastoral power, which are essential for effective inclusive practices. Full article

(This article belongs to the Special Issue Teachers and Teaching in Inclusive Education)

17 pages, 646 KB

Open AccessArticle

Integrating Practice and Theory in Teacher Education: Enhancing Pre-Service Self-Efficacy for Inclusive Education

by Michael Fairbrother, Jacqueline Specht, Jessica Delorey, Jess Whitley, Linda Ismailos and Mélissa Villella

Educ. Sci. 2025, 15(4), 497; https://doi.org/10.3390/educsci15040497 - 16 Apr 2025

Cited by 5 | Viewed by 3887

Abstract

Inclusive education demands that children worldwide have access to education alongside their peers in their neighborhood schools and within regular classrooms. Understanding experiences that contribute to pre-service teachers’ self-efficacy is important as it influences their readiness to enact inclusive strategies effectively. This study [...] Read more.

Inclusive education demands that children worldwide have access to education alongside their peers in their neighborhood schools and within regular classrooms. Understanding experiences that contribute to pre-service teachers’ self-efficacy is important as it influences their readiness to enact inclusive strategies effectively. This study involved 69 pre-service teachers from Canadian faculties of education in mixed-methods research using Group Concept Mapping. The analysis identified five clusters of experiences; a repeated measures ANOVA revealed that ‘Applying Knowledge’ and ‘Collaborating with Colleagues’ comprised the most important experiences for contributing to pre-service teachers’ self-efficacy for inclusive practices, while ‘Community Support’ and ‘Experiences with Diverse Student Needs’ were significantly more important than ‘Professional Development’. By aligning these clusters with Bandura’s sources of self-efficacy, this study highlights the importance of mastery experiences and supportive interactions. These findings suggest that teacher education programs that focus on and enhance practical experiences and interpersonal supports will connect to and better prepare pre-service teachers for inclusive education. Full article

(This article belongs to the Special Issue Teachers and Teaching in Inclusive Education)

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18 pages, 693 KB

Open AccessArticle

How Classroom Climate, Student Problem Behaviors, and Collective Teacher Efficacy Relate to SWPBIS Implementation Fidelity in 23 Swedish Schools

by Martin Karlberg

Educ. Sci. 2025, 15(4), 400; https://doi.org/10.3390/educsci15040400 - 22 Mar 2025

Cited by 2 | Viewed by 3866

Abstract

This study explores factors influencing the implementation fidelity of the School-Wide Positive Behavior Interventions and Supports (SWPBIS) program, adapted as Inclusive Behavioral Support in Schools (IBIS) in Sweden. The objective was to investigate how classroom climate, student problem behaviors, and collective teacher efficacy [...] Read more.

This study explores factors influencing the implementation fidelity of the School-Wide Positive Behavior Interventions and Supports (SWPBIS) program, adapted as Inclusive Behavioral Support in Schools (IBIS) in Sweden. The objective was to investigate how classroom climate, student problem behaviors, and collective teacher efficacy relate to the program’s implementation fidelity across 23 Swedish schools. A total of 653 school personnel participated, completing surveys on classroom climate, problem behaviors, and collective efficacy. The Benchmark of Quality (BoQ) was used to assess implementation fidelity after seven months. Chi-square analyses revealed no significant association between program fidelity and student problem behaviors at either the classroom or school level. Similarly, no significant relationship was found with collective teacher efficacy. Interestingly, a significant association emerged between poor classroom climate at baseline and higher implementation fidelity, suggesting that schools facing greater challenges may engage more rigorously with the program to address pressing issues. These findings underscore the complexity of implementation processes and highlight the importance of contextual factors, particularly classroom climate, in influencing the successful adoption of evidence-based interventions in educational settings. These findings provide valuable insights for educators and policymakers, emphasizing the need to consider classroom climate when implementing evidence-based interventions like SWPBIS, ultimately supporting more effective and sustainable positive behavior programs in schools. Full article

(This article belongs to the Special Issue Teachers and Teaching in Inclusive Education)

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13 pages, 554 KB

Open AccessArticle

‘We’ve Kind of Become More Professional’: Swedish Teaching Teams Enhance Skills with Participation Model for Inclusive Education

by Kattis Edström and Sara Cervantes

Educ. Sci. 2025, 15(2), 226; https://doi.org/10.3390/educsci15020226 - 13 Feb 2025

Viewed by 2063

Abstract

In this study, two teaching teams’ implementations of a conceptual model to support inclusive education were investigated. Focus group discussions with the teaching teams were conducted and the theory of organizational and occupational professionalism was used in the analysis. The result shows that [...] Read more.

In this study, two teaching teams’ implementations of a conceptual model to support inclusive education were investigated. Focus group discussions with the teaching teams were conducted and the theory of organizational and occupational professionalism was used in the analysis. The result shows that it is possible to expand a teaching team’s professional skills by developing a common professional language and accessing vocabulary that supports their understanding of the multifaceted concepts of participation and inclusive education. To carry this out, teaching teams need both organizational professionalism, such as a supportive organization and time to meet, and occupational professionalism, such as meetings where they can discuss and reflect together and gain autonomy. The combination of lack of occupational professionalism and a strong organizational professionalism seems to limit the possibilities for professional development. Full article

(This article belongs to the Special Issue Teachers and Teaching in Inclusive Education)

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17 pages, 263 KB

Open AccessArticle

What Are Priorities and Didactic Choices of Teachers at Schools for Swedish Students with Intellectual Disability?—A Study of Teacher-Initiated Professional Development in a Swedish Context

by Anna-Lena Andersson, Nina Klang and Daniel Östlund

Educ. Sci. 2025, 15(2), 122; https://doi.org/10.3390/educsci15020122 - 22 Jan 2025

Viewed by 2960

Abstract

This article presents findings from an ongoing project focused on teaching in Schools for Students with Intellectual Disabilities (SSIDs) in Sweden. Methodologically, the project employs professional development circles as a collaborative working method, aiming to bridge the gap between research and practice by [...] Read more.

This article presents findings from an ongoing project focused on teaching in Schools for Students with Intellectual Disabilities (SSIDs) in Sweden. Methodologically, the project employs professional development circles as a collaborative working method, aiming to bridge the gap between research and practice by facilitating dialog between teachers and researchers. Through qualitative content analysis of data collected from these circles, the study delves into professionals’ instructional priorities and didactic choices, offering insights into how teachers adapt instruction to meet students’ diverse needs and prerequisites. By fostering knowledge exchange and shared knowledge production, the project aims to support school development and enhance teacher professionalism in SSIDs. Full article

(This article belongs to the Special Issue Teachers and Teaching in Inclusive Education)

17 pages, 1661 KB

Open AccessArticle

Elementary Teachers’ Experiences of Implementing Culturally Responsive and Inclusive Education in New York State

by Grace Pai

Educ. Sci. 2025, 15(1), 89; https://doi.org/10.3390/educsci15010089 - 15 Jan 2025

Viewed by 6358

Abstract

Many states in the United States have adopted culturally responsive sustaining education (CRSE) as a pedagogical framework to promote inclusive education and positive student outcomes for all students, including those from marginalized groups. Yet there is a paucity of knowledge on teachers’ attitudes [...] Read more.

Many states in the United States have adopted culturally responsive sustaining education (CRSE) as a pedagogical framework to promote inclusive education and positive student outcomes for all students, including those from marginalized groups. Yet there is a paucity of knowledge on teachers’ attitudes towards and experiences of implementing these initiatives. This study draws on survey data to explore how urban and rural/suburban elementary school teachers across the state of New York understand and implement the state’s CRSE framework. Results show that although CRSE is not necessarily a top priority of many schools across the state, teachers generally have positive perceptions of CRSE and have been accountable in taking concrete steps towards implementing inclusive curriculum. However, they can benefit from more school- and district-level support. Lastly, teachers in rural/suburban districts outside of NYC reported significantly lower rates of school-wide buy-in into CRSE. These findings support the development of school- or districtwide professional learning opportunities to build understanding of the state’s framework and ways to collaboratively translate CRSE values into inclusive teaching. Full article

(This article belongs to the Special Issue Teachers and Teaching in Inclusive Education)

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16 pages, 279 KB

Open AccessArticle

Discrimination of the Gypsy Population in the University Environment

by Jesús María Aparicio-Gervás, Miguel Ángel Carbonero-Martín, Lorena Valdivieso-León and Raquel Vázquez-Ramil

Educ. Sci. 2025, 15(1), 16; https://doi.org/10.3390/educsci15010016 - 26 Dec 2024

Cited by 1 | Viewed by 1583

Abstract

The Roma population is one of the most discriminated social groups. Ignorance of their culture, traditions, etc. generates prejudices and stereotypes that hinder the processes of intercultural coexistence. The aim is to make the Roma people visible and to intervene in the university [...] Read more.

The Roma population is one of the most discriminated social groups. Ignorance of their culture, traditions, etc. generates prejudices and stereotypes that hinder the processes of intercultural coexistence. The aim is to make the Roma people visible and to intervene in the university population, promoting intercultural and inclusive learning spaces to reduce behaviors that generate inequalities. Students from the University of Valladolid were involved, 1255 students in particular, distributed in control and experimental groups. The instrument consists of 40 closed questions and one open-ended. A quantitative analysis was carried out in the anti-Gypsy attitudes categories with t-tests. Item to item differences were not significant in categories A, B and C, but there were differences in D between the experimental and the control groups, which confirms important trends in the target population. Prejudices towards the Roma population continue to exist. University students who receive training have fewer prejudices than students who do not, although other variables can influence the process. Of the students, 72.2% are disturbed by the same negative behaviors, regardless of the ethnic group, and half of them are disturbed by behaviors based on prejudices. It is confirmed the need for preventive interventions to avoid the establishment of erroneous beliefs about the Roma community. Full article

(This article belongs to the Special Issue Teachers and Teaching in Inclusive Education)

27 pages, 1741 KB

Open AccessArticle

Overcoming Challenges and Promoting Positive Education in Inclusive Schools: A Multi-Country Study

by Angel Deroncele-Acosta and Althia Ellis

Educ. Sci. 2024, 14(11), 1169; https://doi.org/10.3390/educsci14111169 - 27 Oct 2024

Cited by 26 | Viewed by 38128

Abstract

Inclusive education faces significant challenges requiring deep understanding and comprehensive solutions. This study aims to establish a holistic framework for understanding the challenges in inclusive education, the core mission of inclusive schools, and the essential qualities of teachers. The methodology employed was qualitative, [...] Read more.

Inclusive education faces significant challenges requiring deep understanding and comprehensive solutions. This study aims to establish a holistic framework for understanding the challenges in inclusive education, the core mission of inclusive schools, and the essential qualities of teachers. The methodology employed was qualitative, using the grounded theory method. A total of 59 experts from 13 countries participated in this study. Semi-structured asynchronous virtual interviews were conducted and analyzed using ATLAS.ti software (version 8). The results identified eight persistent challenges to inclusive education. In addition, positive education was highlighted as the fundamental core of inclusive schools, with emphasis on the development of learning, well-being, engagement, resilience, motivation, mental health, affective and social outcomes, creativity, and happiness. Finally, the integral profile of the inclusive teacher was defined based on a four-dimensional model. This groundbreaking study introduces a novel comprehensive framework that revolutionizes our understanding of the enduring challenges in inclusive education. Elucidating the core mission of inclusive schools and defining the essential qualities of inclusive teachers offers transformative insights. This study’s implications, future perspectives, and limitations provide a wealth of valuable information for policymakers, educators, and researchers, paving the way for innovative approaches and enhanced inclusive educational practices. Full article

(This article belongs to the Special Issue Teachers and Teaching in Inclusive Education)

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25 pages, 765 KB

Open AccessSystematic Review

Exploring Greek Primary Teachers’ Perspectives in Inclusive Education for Special Educational Needs (SEN) Students and Related Research Trends: A Systematic Literature Review

by Georgia Sakellaropoulou, Natalia Spyropoulou and Achilles Kameas

Educ. Sci. 2025, 15(7), 920; https://doi.org/10.3390/educsci15070920 - 18 Jul 2025

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Abstract

Inclusive Education aims to ensure equitable learning opportunities for all students, including those with special educational needs (SEN) and disabilities, by promoting accessible teaching practices and supportive learning environments. Although its importance for fostering the academic and social development of diverse learners has [...] Read more.

Inclusive Education aims to ensure equitable learning opportunities for all students, including those with special educational needs (SEN) and disabilities, by promoting accessible teaching practices and supportive learning environments. Although its importance for fostering the academic and social development of diverse learners has been widely recognized in international policy and research, its practical implementation is still under investigation, particularly within the Greek primary education system. This study investigates (a) Greek primary school teachers’ perspectives, focusing on their attitudes, knowledge, challenges, and perceived needs in Inclusive Education for SEN students and (b) research trends relating to these perspectives, focusing on publication trends and methodological characteristics, through a systematic literature review using the PRISMA methodology. The analysis revealed a shift in Greek primary teachers’ attitudes towards Inclusive Education for SEN students, trending towards neutral or negative responses, alongside limited knowledge, various challenges, and an absence of targeted support mechanisms. The analysis also highlighted chronological gaps between the identified studies in international journals and a variability in methodological approaches and sample characteristics. These insights point to a pressing need for further targeted and ongoing research on Greek primary teachers’ perspectives and professional development initiatives to enable effective and inclusive practices for SEN students in Greek primary education. Full article

(This article belongs to the Special Issue Teachers and Teaching in Inclusive Education)

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