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Education Sciences
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Shaping the Future of Inclusive and Special Education Using Student...
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Shaping the Future of Inclusive and Special Education Using Student Voice

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Special and Inclusive Education".

Deadline for manuscript submissions: closed (28 February 2026) | Viewed by 2404

Special Issue Editors

Dr. Maria Georgiadi

E-Mail Website
Guest Editor
Department of Psychology, Faculty of Social Sciences, University of Crete, 74100 Rethymno, Greece
Interests: special education; school bullying; inclusion; intervention programmes; autistic spectrum disorder; children with medical conditions; child psychology
Special Issues, Collections and Topics in MDPI journals
Dr. Eleni Tragoulia

E-Mail Website
Guest Editor
Department of Education, Faculty of Human Sciences, University of Crete, 74100 Rethymno, Greece
Interests: inclusive education; special education; differentiated instruction; co-teaching strategies

Special Issue Information

Dear Colleagues,

Special education should involve the student voice in order to create more inclusive, equitable, and effective learning environments. In many cases, students with disabilities and special educational needs often face exclusion, segregation, and limited opportunities to express themselves in traditional educational settings. Using their own voices will empower them as active participants in their education and school communities. Shaping the future of special education using the student voice means actively involving students with disabilities in shaping their educational experiences, policies, and practices. This approach not only empowers students but also leads to more responsive, inclusive, and effective education systems that honour the diverse needs and aspirations of all learners.

The scope of this Special Issue encompasses a broad spectrum of topics, including but not limited to the following:

  • Empowerment and Engagement: Encouraging students to actively participate in planning, learning, and leadership roles within their classrooms and schools in order to foster empowerment and engagement. 
  • Inclusive Practices: Providing accessible tools, personalized support, and differentiated instructional strategies ensures that all students, regardless of ability, can meaningfully contribute their voices. 
  • Professional Development: Training special educators to understand and amplify the voices of students with disabilities is crucial. 
  • Impact on Educational Practice: Listening to students with disabilities offers valuable insights that can shape instructional methods, reduce stigma, and improve academic and social outcomes. 
  • System-Level Change: Student voice can drive transformational change at multiple levels—classroom, school, and community—by informing policies, enhancing cultural responsiveness, and expanding educational opportunities. 
  • Promoting Inclusion: Engaging students in dialogue and action promotes inclusion by valuing their input and fostering open adult mindsets. 

Suggested themes:

Manuscripts that address the following are solicited:

  • Systematic reviews or meta-analyses that integrate the voices of students with disabilities.
  • Teaching approaches that increase the participation of students with disabilities. 
  • Teaching approaches that increase inclusion.
  • Teacher development models that change classroom instruction strategies to include students with disabilities.

We look forward to receiving your contributions.

Dr. Maria Georgiadi
Dr. Eleni Tragoulia
Guests 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 250 words) can be sent to the Editorial Office for assessment.

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

  • student voice
  • pedagogy
  • inclusive education
  • differentiated instruction
  • co-teaching

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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

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18 pages, 321 KB  
Article
Listening to Students with Learning Difficulties: Student Voice, Participation, and Recommendations for Inclusive Practice in Primary Education
by Assimina Tsibidaki
Educ. Sci. 2026, 16(4), 655; https://doi.org/10.3390/educsci16040655 - 20 Apr 2026
Viewed by 519
Abstract
Inclusive education (IE) aims to promote meaningful participation and a sense of belonging for all learners. However, limited research has examined how students with learning difficulties (LDs) experience inclusion in everyday school life. This study explored how primary school students with mild LDs [...] Read more.
Inclusive education (IE) aims to promote meaningful participation and a sense of belonging for all learners. However, limited research has examined how students with learning difficulties (LDs) experience inclusion in everyday school life. This study explored how primary school students with mild LDs perceive their participation, relationships with teachers and peers, and the role of inclusive classes (ICs) within mainstream Greek primary education. A qualitative design was adopted, and data were collected through semi-structured interviews with ten Grade 6 students receiving support through ICs. Transcripts were analyzed using thematic analysis. Findings indicated that participation was associated with perceived competence in academic tasks, with language-based activities frequently described as cognitively demanding and stressful. Belonging was predominantly felt through peer acceptance and supportive teacher practices rather than solely through classroom placement. The ICs were perceived as providing individualized support and emotional safety, although some ambivalence regarding withdrawal from the mainstream classroom was reported. Students stressed the need for flexible assessment and clearer instructional guidance to enhance fairness and participation. Overall, the findings show that inclusion is experienced as a dynamic interaction between academic accessibility, interpersonal relationships, and supportive learning environments. They also underline the importance of incorporating student voice into inclusive practice. Full article
(This article belongs to the Special Issue Shaping the Future of Inclusive and Special Education Using Student Voice)
12 pages, 511 KB  
Article
Using Rasch Model to Examine Psychometric Properties of the Chinese Version of the Attitude Survey Towards Inclusive Education-Students
by Su Qiong Xu, Jinxin Zhu, Wenyu Li and Xuehui Li
Educ. Sci. 2026, 16(2), 277; https://doi.org/10.3390/educsci16020277 - 9 Feb 2026
Viewed by 552
Abstract
Objective: This study set out to develop a Chinese version of the Attitude Survey towards Inclusive Education–Students and to examine its psychometric properties among Grade 4–6 primary students. Method: Rasch analysis was conducted using a convenience sample of 295 students from [...] Read more.
Objective: This study set out to develop a Chinese version of the Attitude Survey towards Inclusive Education–Students and to examine its psychometric properties among Grade 4–6 primary students. Method: Rasch analysis was conducted using a convenience sample of 295 students from two primary schools in Chongqing and Chengdu to investigate the psychometric properties of the instrument, including dimensionality, validity, and reliability. Results: Both sub-scales of the Chinese version of the Attitude Survey towards Inclusive Education-Students are unidimensional; the reliability of the affective and behavioral sub-scales is 0.85 and 0.89, respectively. Except for the negatively worded items, all the other items have acceptable model-data fit indices (weighted and unweighted), ranging from 0.5 to 1.5; both sub-scales can be used to distinguish students with moderate to low levels of inclusive educational attitudes, rather than those with upper levels. Conclusions: The Chinese version of the Attitude Survey towards Inclusive Education-Students has good reliability and validity, making it a suitable tool for research on inclusive educational attitudes among Grade 4–6 students. Full article
(This article belongs to the Special Issue Shaping the Future of Inclusive and Special Education Using Student Voice)
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Other

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30 pages, 752 KB  
Systematic Review
A Systematic Review of Students’ Views and Experiences in Co-Taught Classrooms
by Vasilis Strogilos, Margaret King-Sears, Eleni Tragoulia and Anastasia Toulia
Educ. Sci. 2026, 16(4), 623; https://doi.org/10.3390/educsci16040623 - 14 Apr 2026
Viewed by 730
Abstract
Despite the existence of several systematic reviews and meta-analyses on co-teaching, research that includes student voice through students’ views and experiences is rare. This systematic review of 63 published and unpublished studies synthesises the experiences and views of students with and without disabilities [...] Read more.
Despite the existence of several systematic reviews and meta-analyses on co-teaching, research that includes student voice through students’ views and experiences is rare. This systematic review of 63 published and unpublished studies synthesises the experiences and views of students with and without disabilities when co-taught by a general and a special educator. Data were extracted from seven databases in July 2025. We used an assimilated approach to synthesise findings from qualitative, quantitative and mixed-methods studies through reflexive thematic analysis. Findings show that most students with and without disabilities perceive co-teaching as having positive academic, social, and affective impacts, with many preferring varied co-teaching models. Students valued support from special educators for all learners, but some reported frustration and limited academic benefits when collaboration between co-teachers was weak. Their voice calls for reconsidering co-teaching as an inclusive approach through changes in model implementation and co-teachers’ role delivery. Recommendations for future research include examining the distinct voices of students with and without disabilities and increasing their involvement as primary stakeholders in co-teaching research. Recommendations for policy and practice, particularly regarding students’ academic, social, and affective outcomes, highlight the importance of student engagement through participatory activities in promoting the inclusive orientation of co-teaching. Full article
(This article belongs to the Special Issue Shaping the Future of Inclusive and Special Education Using Student Voice)
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