Policy and Practice in Inclusive Education
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: closed (16 January 2016) | Viewed by 260
Special Issue Editor
Interests: special education; inclusion; emotional and behavioural difficulties, teacher development, educational disadvantage, school leadership
Special Issue Information
Dear Colleagues,
The international emphasis on moves to ensure greater equity in resource provisioning, so that all children can achieve their potential, has gathered increasing pace in the last few decades. As a consequence, educational and social inclusion has become a substantive policy component in most countries. The literature is now well-endowed with accounts of initiatives that have been undertaken, in diverse socioeconomic, cultural, and spatial locations, with school populations often termed as experiencing “special educational needs and/or disability” (SEND). Those who have responsibility for such policy orientations, as well as those ground-level practitioners who endeavor to deliver positive interventions, thus have a significant body of evidence to draw upon to inform new developments.
Nonetheless, extensive research and scholarship still point to the policy dilemmas and opportunities that continue to be experienced by educational systems worldwide in providing meaningful learning opportunities for SEND populations. The proposed collection of papers does not aim to cover old ground. Rather, the papers aim to project the future. It is anticipated that this Special Issue will act as a stimulus for generating new ways forward in attempting to meet the additional needs of SEND populations in schools (or in other settings, in the broadest sense).
Accordingly, papers are sought for this guest-edited issue that seek to shed new light on aspects of inclusive policy and provisioning in education. In particular, papers are particularly encouraged that report on aspects of:
- school leadership
- inter-professional collaboration
- working with parents, families, and communities
- innovative curricula and pedagogies
- SEND among minorities and marginalized groups
- school effectiveness and accountability
- SEND in emerging systems/countries
Papers can take the form of research reports, country-based-analyses, ‘think-pieces”, individual case-studies, and literature reviews. A wide range of methodological approaches is encouraged, as are contributions from the broadest spectrum of stakeholders involved in special and inclusive education across all age groups – including those stakeholders involved in health, social care, psychology, and Early Years provisioning.
Prof. Dr. Philip Garner
Guest Editor
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 papers will be 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. 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.
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