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Education Sciences
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Special and Inclusive Education: Challenges, Policy and Practice
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Special and Inclusive Education: Challenges, Policy and Practice

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 October 2025 | Viewed by 8710

Special Issue Editors

Dr. Wangqian Fu

E-Mail Website
Guest Editor
1. Associate Professor, School of Special Education, Faculty of Education, Beijing Normal University, Beijing 100875, China
2. Post Doctor, China Institute of Education and Social Development, Beijing Normal University, Beijing 100875, China
3. Visting Scholar, Gevirtz Graduate School of Education, University of California, Santa Barbara, CA 93106, USA
Interests: special education; inclusive education; psychology and education for developmental disabilities; education policy
Dr. Qianqian Pan

E-Mail Website
Guest Editor
National Institute of Education, Nanyang Technological University, Singapore 639798, Singapore
Interests: psychometrics (item response theory, structural equation models, cognitive diagnose models); longitudinal data analysis/growth models; digital literacy; online learning and assessment; alternative assessment; assessment literacy

Special Issue Information

Dear Colleagues,

Special and inclusive education is an important part of the field of education, which aims to ensure that all children, including those with special education needs (SEN), have equal access to educational opportunities. The practice of education for SEN is various across different cultures. Inclusive education brings challenges to general education and special education, especially in educational systems, educational resources, and educational practice. As societies become more diverse, education systems must adapt and meet the needs of different learners. Inclusive education emphasizes respect for diversity and creates an environment where all students can feel included and respected. With the increased awareness of the inclusive education’s importance, policymakers need to develop and revise policies to ensure that education systems meet the needs of all students. This requires an in-depth analysis and reform of the existing education system.

This Special Issue, titled “Special and Inclusive Education: Challenges, Policy and Practice”, aims to explore the challenges faced by educators, policymakers, and practitioners in creating and implementing inclusive educational policies and practices. It seeks to bring together interdisciplinary perspectives to discuss innovative solutions and strategies that promote equity and access in educational settings. 

Dr. Wangqian Fu
Dr. Qianqian Pan
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

  • comparative analysis of inclusive education policies across different countries
  • special education policy
  • pedagogical strategies for SEN in inclusive classrooms
  • education experience of students with SEN in inclusive settings
  • mental health of children with special education needs (SEN)
  • the role of technology in facilitating inclusive education

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Published Papers (6 papers)

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Research

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22 pages, 935 KiB  
Article
The Experiences of Hungarian Minority Parents of Children with Severe Disability from Romania
by Karolina Eszter Kovács and Beáta Andrea Dan
Educ. Sci. 2025, 15(8), 938; https://doi.org/10.3390/educsci15080938 - 22 Jul 2025
Viewed by 579
Abstract
This study explored the experiences of Hungarian minority parents of children with severe disabilities from Romania. Examining individual life paths and becoming a parent is difficult in all aspects, but the issue of parental responsibility for raising a child with a severe disability [...] Read more.
This study explored the experiences of Hungarian minority parents of children with severe disabilities from Romania. Examining individual life paths and becoming a parent is difficult in all aspects, but the issue of parental responsibility for raising a child with a severe disability suggests a much more complex approach. Participants were parents (female = 8; male = 3) who were purposively sampled from an urban setting (Bihor area) and whose children attended SEN schools in the same area. Data were collected using semi-structured interviews and were thematically analysed. It turned out from the interviews that the challenges parents of children with severe disabilities encounter at home, school, and in society are accumulated emotional stress and exhaustion; however, they also face material challenges. The analysis also revealed that the parents were unsure of what was expected of them in making educational or habilitation–rehabilitation decisions on behalf of their children. The parents’ difficulty with decision-making and their unpreparedness put them under serious stress, often characterized by depressive life stages. The findings reveal the need for ongoing professional development and the establishment of organizational–community networks. Parents of children with disabilities face serious, unresolved challenges that are difficult to overcome. In order to overcome these challenges, we need to develop policies that take the needs of parents into consideration. Full article
(This article belongs to the Special Issue Special and Inclusive Education: Challenges, Policy and Practice)
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20 pages, 687 KiB  
Article
Online Picture Book Teaching as an Intervention to Improve Typically Developing Children’s Attitudes Toward Peers with Disabilities in General Schools
by Yuexin Zhang, Wangqian Fu and Shuheng Xiao
Educ. Sci. 2025, 15(5), 626; https://doi.org/10.3390/educsci15050626 - 20 May 2025
Viewed by 679
Abstract
Typically developing peers are the key factor for children with disabilities to participate in inclusive settings. Good peer relationships can improve the social communication and language expression of children with disabilities, and typically developing children play a role as “gatekeepers” in the social [...] Read more.
Typically developing peers are the key factor for children with disabilities to participate in inclusive settings. Good peer relationships can improve the social communication and language expression of children with disabilities, and typically developing children play a role as “gatekeepers” in the social activities of children with disabilities in the schools. In this study, 36 primary school students from grades 1 to 3 received online picture book teaching for 3 weeks, 6 units, 12 class hours, and 40 min per class hour with six volumes of disability picture books (including physical disability, deaf and hard of hearing, visual impairment, intellectual disability, learning disability and autism spectrum disorder) selected by experts in summer vocation. The attitudes of typically developing children toward peers with disabilities of participants were tested before and after attending the online picture book course. The teaching of disability-themed picture books online has significantly improved the attitudes of typically developing children in lower grades toward peers with disabilities. Specifically, there are significant differences in the sub-dimensions of emotion and positive behavior and negative behavior before and after the intervention. The results showed that online picture book teaching activities with disability themes can effectively improve the attitudes of typically developing children in primary schools toward children with disabilities in terms of cognition, emotion, and behavior, and they can be used in schools to create an inclusive climate for students with disabilities. Full article
(This article belongs to the Special Issue Special and Inclusive Education: Challenges, Policy and Practice)
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20 pages, 330 KiB  
Article
Preliminary Study on Enhancing Literacy Skills Through Intervention Targeting Inhibitory Control, Cognitive Flexibility, Working Memory, and Attentional Control
by Marta Castillo-Segura, Miguel Á. Carbonero-Martín and Luis J. Martín-Antón
Educ. Sci. 2025, 15(2), 243; https://doi.org/10.3390/educsci15020243 - 15 Feb 2025
Cited by 1 | Viewed by 1429
Abstract
(1) Background: It is important to understand how inhibition, cognitive flexibility, working memory, and attentional control impact reading and writing skills to identify areas for intervention and create effective intervention programs. This pilot study explores the connection between these abilities and academic performance [...] Read more.
(1) Background: It is important to understand how inhibition, cognitive flexibility, working memory, and attentional control impact reading and writing skills to identify areas for intervention and create effective intervention programs. This pilot study explores the connection between these abilities and academic performance in children aged 6 to 8 using a design with control and experimental groups. (2) Methods: Both groups were assessed pre- and post-intervention using the Color and Word Test, Copy Test of a Complex Figure, Behavior Rating Inventory of Executive Function-2, and Literacy Analysis Test. (3) Results: The results showed significant enhancements in inhibition, cognitive flexibility, and working memory in the experimental group, underscoring the importance of executive functioning in the proper development of literacy. However, no significant differences were observed in reading or writing skills between the two groups, although the experimental group showed improvements in the correlations of all studied variables after the intervention. (4) Conclusions: These findings indicate that improving executive functions may be essential for enhancing literacy skills in children of this age group, being important both for research and for educational practice, emphasizing the importance of including executive function when developing intervention strategies to enhance reading and writing skills. Full article
(This article belongs to the Special Issue Special and Inclusive Education: Challenges, Policy and Practice)
16 pages, 1675 KiB  
Article
Witnessing and Experiencing Discrimination: A Study in Spanish Adolescents
by Lorena Valdivieso-León, Alba Ayuso-Lanchares and Clara Gonzalez-Sanguino
Educ. Sci. 2024, 14(12), 1356; https://doi.org/10.3390/educsci14121356 - 11 Dec 2024
Cited by 1 | Viewed by 944
Abstract
Objectives: to examine the nature and context of discriminatory experiences among adolescents in Spain. Methods: A mixed study of discourse content analysis in 1000 randomly selected Spanish adolescents aged 12 to 16 years stratified by age, gender and territorial distribution. Data were analyzed [...] Read more.
Objectives: to examine the nature and context of discriminatory experiences among adolescents in Spain. Methods: A mixed study of discourse content analysis in 1000 randomly selected Spanish adolescents aged 12 to 16 years stratified by age, gender and territorial distribution. Data were analyzed to identify perpetrators, actions, and locations of discrimination. Results: Overall, 66% of adolescents reported witnessing or experiencing discrimination, primarily manifested through teasing, insults, and harassment. Peers were identified as the main perpetrators (73.9%), with schools being the primary context (69.4%) where discrimination occurs. Discrimination often lacked clear reasons (27.78%), but ethnicity (23.83%) and physical appearance (22.51%) were the most common factors, followed by gender (5.99%) or academic/ability issues (5.99%) or having an illness or developmental disorder (5.41%). Conclusions: Discrimination among adolescents is frequent, with racism and rejection of minority groups as the main causes. The findings underscore the need for interventions to address discriminatory behaviors in schools and broader society, with implications for adolescent well-being and mental health. Full article
(This article belongs to the Special Issue Special and Inclusive Education: Challenges, Policy and Practice)
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18 pages, 669 KiB  
Systematic Review
Early Childhood Administrators’ Attitudes Towards Inclusive Education: A Systematic Review
by Serife Balikci, Emrah Gulboy and Salih Rakap
Educ. Sci. 2025, 15(6), 734; https://doi.org/10.3390/educsci15060734 - 11 Jun 2025
Viewed by 695
Abstract
Inclusive education in early childhood is pivotal for fostering equitable learning opportunities and promoting diversity from a young age. Administrators play a key role in implementing inclusive practices effectively within educational settings. This systematic review synthesizes the attitudes of early childhood education administrators [...] Read more.
Inclusive education in early childhood is pivotal for fostering equitable learning opportunities and promoting diversity from a young age. Administrators play a key role in implementing inclusive practices effectively within educational settings. This systematic review synthesizes the attitudes of early childhood education administrators towards inclusion, examining how these attitudes influence the successful integration of inclusive practices and identifying the factors that impact these perspectives. A total of 18 studies were identified through a systematic search procedure and included in this review. The results reveal a generally positive attitude towards inclusion among administrators, tempered by notable challenges, such as insufficient training and inadequate resources. These challenges align with variations in administrators’ readiness to implement inclusive practices. This review also highlights variability in how administrators perceive their roles in inclusive education, ranging from instructional leaders to supportive facilitators. Although some studies identified influencing factors, such as gender, education level, and school location, these were more strongly associated with overall attitudes towards inclusion rather than role perception specifically. The implications for policy involve strengthening resource allocation and training for administrators to support inclusive practices effectively. For practice, there is a need to develop robust support structures and targeted professional development programs that address the specific needs of administrators in fostering inclusivity. Future research should expand to include diverse global perspectives and explore the nuances of administrative roles in different cultural and educational settings. Full article
(This article belongs to the Special Issue Special and Inclusive Education: Challenges, Policy and Practice)
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16 pages, 1136 KiB  
Systematic Review
A Systematic Review of Inclusive Education Strategies for Students of Determination in Higher Education Institutions: Current Challenges and Future Directions
by Nidhi Oswal, Mohammad Hani Al-Kilani, Rouhi Faisal and Mohammad Fteiha
Educ. Sci. 2025, 15(5), 518; https://doi.org/10.3390/educsci15050518 - 22 Apr 2025
Cited by 1 | Viewed by 3204
Abstract
This systematic review critically examines the inclusive education practices for Students of Determination (SoDs) in Higher Education Institutions (HEIs), focusing on the specific case of the United Arab Emirates (UAE). The research will demonstrate best practices, key challenges, and most researched and less [...] Read more.
This systematic review critically examines the inclusive education practices for Students of Determination (SoDs) in Higher Education Institutions (HEIs), focusing on the specific case of the United Arab Emirates (UAE). The research will demonstrate best practices, key challenges, and most researched and less researched areas. In line with the PRISMA framework and using thematic analysis, this review synthesizes the findings of 41 peer-reviewed articles that focus on instructional practices, technological solutions, staff training, and institutional support. The results suggest that, globally, higher education institutions (HEIs) are increasingly adopting inclusive education policies, and that they are finding it challenging to implement these practices effectively, especially in the UAE. Important obstacles include restricted instructor education, variable institutional processes, and accessibility limitations. In addition, the use of assistive technologies has been shown to have positive outcomes, yet it remains underused because of the infrastructure and the training of faculty and students. This paper gives evidence-based suggestions to educational institutions like colleges or universities to make them more inclusive through better-trained faculty, better institutional policies, and the incorporation of assistive technologies. Also, the findings provide UAE-specific policy implications that underscore the importance of a well-defined national framework to support SoDs. Future studies must be longitudinal in nature, involving evaluations of the extent to which the strategies exert effects on SoDs’ academic performance and social inclusion. Full article
(This article belongs to the Special Issue Special and Inclusive Education: Challenges, Policy and Practice)
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