Education Sciences

Research

Jump to: Other

18 pages, 507 KB

Open AccessArticle

Educators’ Perspectives on LGBTQ Students with Disabilities: A Nationwide Survey in Special Needs Schools in Japan

by Daiki Nagase, Sanae Hashimoto, Ayumu Watanabe and Yoshiyuki Kawano

Educ. Sci. 2025, 15(8), 995; https://doi.org/10.3390/educsci15080995 - 5 Aug 2025

Viewed by 424

Abstract

Lesbian, Gay, Bisexual, Transgender, Questioning, or Queer (LGBTQ) students with disabilities face unique challenges in the educational environment, and educators must provide support based on intersectionality. However, research on LGBTQ students in special needs education is limited, and the extent of educators’ awareness [...] Read more.

Lesbian, Gay, Bisexual, Transgender, Questioning, or Queer (LGBTQ) students with disabilities face unique challenges in the educational environment, and educators must provide support based on intersectionality. However, research on LGBTQ students in special needs education is limited, and the extent of educators’ awareness and support is not well documented. Therefore, this study explored the awareness, knowledge, and support practices of special needs school educators regarding LGBTQ students. We conducted a nationwide survey of educators in special needs schools in Japan, and 2024 valid responses were analyzed using multiple correspondence and cluster analyses. The results revealed that many educators lacked an understanding of basic LGBTQ terminology and may have been unaware of their discriminatory behaviors. Additionally, most educators had never encountered LGBTQ students with disabilities, potentially hindering these students’ opportunities to seek support. Furthermore, educators who had received LGBTQ training reported higher awareness and being more proactive in supporting LGBTQ students than those who had not. Thus, training may be associated with support-related attitudes. This highlights the need for ongoing training programs that address LGBTQ identity and disability, considering their intersectionality. These preliminary findings suggest the potential for creating an inclusive environment for LGBTQ students with disabilities; nevertheless, structural barriers remain. Full article

(This article belongs to the Special Issue Special and Inclusive Education: Challenges, Policy and Practice)

► Show Figures

Figure 1

22 pages, 935 KB

Open AccessArticle

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 731

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)

► Show Figures

Figure 1

20 pages, 687 KB

Open AccessArticle

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 834

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)

► Show Figures

Figure 1

20 pages, 330 KB

Open AccessArticle

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 1676

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 KB

Open AccessArticle

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 994

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)

► Show Figures

Figure 1

Other

Jump to: Research

15 pages, 474 KB

Open AccessSystematic Review

Maria Montessori’s Educational Approach to Intellectual Disability and Autism: A Systematic Review of Quantitative Research

by Francesco Domenico Di Blasi, Angela Antonia Costanzo, Maria Agatina Stimoli, Giuseppa Liccardi, Pierluigi Zoccolotti and Serafino Buono

Educ. Sci. 2025, 15(8), 1031; https://doi.org/10.3390/educsci15081031 - 11 Aug 2025

Viewed by 584

Abstract

The Montessori method was originally developed from an examination of children with cognitive disabilities. Numerous studies have explored the application of Montessori principles with typically developing children and adolescents across different educational settings. However, despite its original interest in children with cognitive disabilities, [...] Read more.

The Montessori method was originally developed from an examination of children with cognitive disabilities. Numerous studies have explored the application of Montessori principles with typically developing children and adolescents across different educational settings. However, despite its original interest in children with cognitive disabilities, there has been a limited number of systematic reviews specifically addressing its impact on these children. We conducted a systematic review of quantitative research based on a search of the literature on the effects of the Montessori educational approach in teaching academic and non-academic skills to children and young people with intellectual disabilities (IDs) and autism. A search was conducted of seven bibliographic databases: Embase, PubMed/MEDLINE, PsycINFO, Cochrane Library, Ebscohost, Proquest, and Scopus, until 31 October 2024. We identified 7165 reports, 3 of which meet the inclusion criteria for the review. The selected studies reported improvements in the areas investigated, including motor skills, perceptual abilities, cognitive development, and self-care, confirming the effectiveness of the Montessori methodology. Although there are few experimental studies available, these findings provide valuable operational insights. They suggest that we can return to the roots of the method, which was originally designed for children with mental disorders. An experimental approach to this time-honored method could enhance its application in neurodevelopmental disorders, maximizing autonomy and inclusion while improving the quality of life for individuals with disabilities. Full article

(This article belongs to the Special Issue Special and Inclusive Education: Challenges, Policy and Practice)

► Show Figures

Figure 1

18 pages, 669 KB

Open AccessSystematic 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 961

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)

► Show Figures

Figure 1

16 pages, 1136 KB

Open AccessSystematic 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 4267

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)

► Show Figures

Figure 1

Journal Menu

Journal Browser

Special and Inclusive Education: Challenges, Policy and Practice

Share This Special Issue

Special Issue Editors

Special Issue Information

Keywords

Benefits of Publishing in a Special Issue

Published Papers (8 papers)

Research

Other

Further Information

Guidelines

MDPI Initiatives

Follow MDPI