Inclusive Education Pedagogy: Innovations in Effectively Supporting Teaching Teams
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Special and Inclusive Education".
Deadline for manuscript submissions: 30 September 2026 | Viewed by 320
Editors
Interests: inclusive education; inclusive education policy; teacher professional development; education for learners who are vulnerable to exclusion
Special Issue Information
Dear Colleagues,
In most countries, the thinking behind inclusive education has grown out of discussions around specialist segregated provision, integration and mainstreaming.
Inclusive education has developed from a single-layered concept, focused on ‘mainstreaming’ learners with disabilities or special needs into regular schools—as described in the 1994 Salamanca Statement—to a multi-layered concept that must be understood as being concerned with developing equitable quality education systems for all learners by moving away from the categorisation of learners and towards a focus on removing barriers to their presence in mainstream schools, full participation in school and community, and achievement of valued goals—including those wider than academic learning.
Moving towards a rights-based approach requires a change in educational culture from a focus on individual support (often based on medical diagnoses) to a system that supports school teams to increase their capacity and capability to respond to the diverse needs of all learners. Rather than trying to ‘fix’ learners by providing compensatory support to fit them into existing arrangements, teams of professionals working in schools need to be supported to transform their organisation of teaching and classroom environments in order to respond flexibly and work towards preventative approaches and support designed to enhance the learning and participation of all.
This Special Issue aims to showcase diverse examples of how school teams can be effectively supported in innovative ways to provide high-quality inclusive education for all their learners. More specifically, it aims to investigate how the transition from special education provision to comprehensive educational support for the benefit of all students accomplishes the following:
- Leads to new models of professionalisation and teacher support;
- Addresses the various dilemmas of teaching and learner support that appear in inclusive learning environments.
Dr. Amanda Watkins
Dr. Annet de Vroey
Guest Editors
Manuscript Submission Information
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Keywords
- inclusive pedagogy
- support systems
- support teams
- innovative examples
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