Search Results (370)

This study examines how peer perceptions and school power dynamics shape the identity development of learners with disabilities in South African full-service schools. Guided by Michel Foucault’s lens, particularly ‘care of the self,’ the research explores pathways from vulnerability to empowerment. Using a qualitative, exploratory design, data were generated through semi-structured interviews with learners (n = 20; ages 12–18) and non-participant classroom observations across four full-service schools, followed by thematic analysis with double-coding to enhance reliability. Findings show that negative peer perceptions and routine categorisation practices intensify isolation, self-doubt, and internalised stigma; yet many learners actively navigate identity threats via self-advocacy, supportive relationships, and self-care practices (e.g., mindfulness, journaling, goal setting). These practices are associated with greater self-awareness, confidence, and agency, particularly where school climates promote inclusion, positive peer interaction, and arts/sport participation. The analysis highlights a persistent tension between biopower in schooling (assessment, surveillance, normalisation) and students’ self-care efforts; however, supportive environments mitigate this tension and enable identity affirmation. The study concludes that embedding structured self-care opportunities, strengthening positive peer cultures, and integrating disability perspectives across the curriculum can convert harmful perceptions into opportunities for resilient identity formation and learner empowerment. Full article

Early patterning skills, particularly those involving linear repeating patterns, are well-established predictors of mathematical development. This relationship has not yet been investigated in visually oriented deaf and hard-of-hearing (DHH) children. It also remains unclear whether a two-dimensional pattern structure contributes to predicting numerical skills in children at the time of school entry. The present study investigates the relationship between repeating patterning skills in two formats (linear and circular) and numerical skills in a total of 38 DHH and typically hearing children. Language competence was additionally assessed in the DHH group to account for its linguistic heterogeneity. In the DHH and hearing groups, repeating patterning skills in each format strongly predicted numerical skills. Among DHH children, prior language experience played a more decisive role in mathematical development. The circular format emerged as a particularly strong predictor for typically hearing children. DHH children, especially those with sign language experience, perform equally well with both formats, and it is argued that this is due to their enhanced visuospatial skills. Full article

There is a lack of comprehensive studies investigating the combined effect of resilience and emotional intelligence on the experience of bullying. Students’ well-being is based on skills such as psychological resilience and emotional intelligence. Thanks to these skills, problems like bullying are reduced, and students thrive. The aim of this study was to examine the associations between school bullying/victimization, psychological resilience, and emotional intelligence in primary school students, within the context of psychosocial factors related to school inclusion. In the present cross-sectional study, 121 primary school students (54 boys, 67 girls), aged 8–12 years, were surveyed using a self-report questionnaire to investigate the relationship between emotional intelligence, psychological resilience, and school bullying/victimization. A moderate positive correlation was found between victimization and bullying (ρ(119) = 0.34, p < 0.001), while victimization was moderately and negatively associated with resilience (ρ(119) = −0.35, p < 0.001). Emotional intelligence showed weak and non-significant associations with victimization and resilience, whereas its correlation with bullying was positive but small in magnitude (ρ(119) = 0.18, p = 0.048). Overall, resilience appears to be inversely related to victimization, while emotional intelligence demonstrated limited explanatory value in this sample. These findings highlight the potential protective role of resilience against victimization and underscore the importance of resilience-focused interventions within school settings. Emotional intelligence, although theoretically relevant, demonstrated limited explanatory value in this sample. Full article

Inclusive education for students with special educational needs (SEN) has become a major international policy and research priority since the Salamanca Statement (1994). Yet no recent synthesis has mapped how review-level evidence in this field has developed over time. This umbrella review examined 53 review studies, which together synthesized approximately 2000 primary studies on inclusive education for students with SEN. Using Joanna Briggs Institute (JBI) umbrella review methodology and PRISMA (2020) reporting procedures, records were identified through five databases, screened in Covidence, appraised using the JBI Critical Appraisal Checklist, and analyzed to examine thematic emphases, bibliometric patterns, and methodological shifts. The findings show an expansion and diversification of studies, particularly after 2015, with dominant themes focusing on teacher attitudes and professional development, inclusive practices and outcomes, specific student populations, social inclusion, and policy, systems, and implementation barriers. The review also identified a shift from early narrative overviews to more rigorous systematic qualitative reviews and meta-analyses, alongside increasing international representation. Overall, findings indicate that review-level research on inclusive education for students with SEN has matured considerably since Salamanca, reflecting both the growing complexity of inclusive schooling and the influence of global policy agendas on the production of evidence syntheses. Full article

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 study investigated psychological burnout among special education teachers in Qatar and analyzed its associations with professional and social factors. Employing a descriptive–correlational design, 204 special education teachers (M age = 42.73 years, SD = 10.23) completed two instruments: an 18-item burnout scale measuring emotional exhaustion, depersonalization, and reduced personal accomplishment, and a 20-item scale assessing administrative and institutional stressors, parent- and community-related pressures, and work–life balance difficulties. Descriptive statistics revealed a moderate overall level of burnout, with emotional exhaustion as the most prominent dimension, followed by reduced personal accomplishment; depersonalization was comparatively low. Professional and social factors were also rated at a moderate level, with work–life balance difficulties exhibiting the highest mean. Multivariate analyses identified significant differences in burnout dimensions by gender, whereas age, years of experience, educational qualification, and workplace setting were not significantly associated with burnout. Multiple regression analysis indicated that the three factors collectively explained a substantial proportion of variance in burnout, with work–life balance difficulties demonstrating the strongest unique association, followed by administrative and institutional stressors and parent- and community-related pressures. These results highlight the need for organizational and relational supports, as well as policies that protect teacher time and wellbeing, to sustain special education services in Qatar. Full article

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

Among the basic principles in providing special education services is educational equity for students with disabilities, including those with intellectual disability (ID). The purpose of this study was to examine special education teachers’ perceptions toward the international concept of inclusive education for students with ID in Saudi Arabia. It also aimed to determine their perceptions of the impact of the international concept of inclusive education on students’ community integration. Over three months, the researchers conducted semi-structured interviews with 14 special education teachers who were teaching students with ID in Saudi Arabia. Six themes emerged from the participants’ responses including their understanding of: (a) the international concept of inclusive education, (b) the appropriate placement for students with ID, (c) how the international concept of inclusive education supports a students’ community integration, (d) the role and impact of curriculum modification, (e) strategies related to the international concept of inclusive education, and (f) challenges for the implementation of the international concept of inclusive education A discussion of the findings, limitations of this study, and the implications for future research were provided. Full article

Black students in special education continue to experience disproportionate identification in subjective disability categories, restrictive placements, and unequal access to quality instruction and resources. Despite decades of educational reform and the promises of the Individuals with Disabilities Education Act (IDEA), Black students with disabilities remain among the most academically marginalized, scoring lowest on standardized assessments and facing higher dropout, unemployment, and criminal justice involvement risks. Historical inequities, systemic segregation, and chronic underfunding of predominantly Black school districts compound these challenges, limiting access to experienced teachers, rigorous curricula, and inclusive learning environments. Implicit and explicit biases among educators further contribute to disproportionate referrals in subjective disability categories and lower academic expectations. This article examines these interconnected factors—historical context, placement patterns, resource disparities, and bias—and proposes evidence-based mitigation strategies, including culturally responsive practices, increased representation of Black educators, and equity-centered policy reforms. Achieving educational equity requires consistent commitment to transforming special education into a system that supports, rather than marginalizes, Black students. Full article

This conceptual article examines how special education in Greece is governed through the redistribution of institutional responsibility to families. It operationalises familialisation by specifying institutionally produced parental roles through which provision is organised under fragmented and contingent conditions. By tracing how these roles relate and shift across placement arrangements (e.g., parallel support, inclusion units, special assistants, home-based instruction, segregated schools), the article argues that parental labour can be understood as a structural condition shaping access to mainstream placement and support. It concludes that familialised governance converts formally equal rights within public education into unequal possibilities of realisation by making mainstream participation dependent on households’ differential resources and institutional capacity. Full article

The integration of digital tools into mathematics education has the potential to transform teaching and learning for students with special needs by fostering inclusion, accessibility, and engagement. Guided by the principles of Universal Design for Learning (UDL) and Vygotsky’s social constructivist theory, this study investigates how digital technologies can enhance learning experiences and promote inclusive education in mathematics classrooms. Using a mixed-method design, data were collected from 110 mathematics teachers and 210 Grade 11 students in special schools across Nigeria to assess the availability, utilization, and impact of digital tools on students’ engagement, motivation, collaboration, and problem-solving. Findings indicate that while access to digital tools remains limited, their effective use significantly improves students’ learning experiences and supports inclusive pedagogical practices. The study underscores the importance of policy alignment to ensure equitable access to digital resources for all students. Findings contribute to global discussions on inclusive digital pedagogies by providing empirical insights into how technology can mediate participation, interaction, and achievement in mathematics for students with special needs. Full article

This instrumental case study investigates how learning support assistants (LSAs) understand their role and implement pedagogical strategies when working with autistic students in Dubai’s private education sector. Despite robust inclusive education policies, schools frequently emphasise academic achievement metrics, leading to reliance on LSAs for students experiencing learning or behavioural challenges. The research analyses LSA scaffolding practices through three theoretical lenses: repair, heuristic, and support functions. Through observations and interviews with six LSAs working in individualised and small-group contexts at a premier British-curriculum institution, the study identifies several patterns in the support practices of the LSAs. Results demonstrate that LSAs consistently apply intensive support without progressively reducing assistance or building student independence. Participant interviews revealed widespread assumptions about autistic learners’ ability to manage challenging academic work, directly limiting opportunities for growth. Pedagogical choices favoured managing student behaviour through external reward mechanisms rather than cultivating genuine learning engagement or developing autonomous problem-solving abilities. This research exposes disconnects between policy intentions, the scaffolding theory and classroom realities for learners with autism and their supporting educators. Full article

With the goal of maximizing opportunities for inclusivity for students with autism spectrum disorder (ASD), this systematic narrative review, which allows for more interpretive inferences, investigates the use of magic-based interventions to determine if the skills needed for learning and performing magic tricks have commonality with skills needed to improve social skills deficits, as described in the Diagnostic and Statistical Manual of Mental Disorders (5th ed.) (i.e., deficits in social–emotional reciprocity, nonverbal communication used for social interaction, and developing, maintaining, and understanding relationships). The main purpose of this article is to highlight empirical studies that explore how using magic tricks with students with ASD might be beneficial in social skills development, particularly social–emotional reciprocity. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and using predetermined inclusion and exclusion criteria, a systematic narrative review was conducted. This resulted in a total of 129 articles reviewed and discussed using an integrative narrative synthesis approach. The findings reveal elements in common in both learning and performing magic tricks and skills needed to improve social skills, including nonverbal communication skills used for social interactions. Skills gained when learning and performing magic tricks also share overlapping elements needed to create and maintain friendships. Conceptually, findings suggest that learning and performing magic tricks provide a natural setting to practice skills needed to successfully attain social–emotional reciprocity, which could, theoretically, increase inclusion opportunities for students with ASD. Therefore, educators may consider including magic tricks in the classroom setting as a strategy to improve social skills deficits of students with ASD. Full article

Student evaluations of teaching (SETs) play a central role in hiring, promotion, and retention decisions in higher education; however, research indicates that they may be influenced by perceptions about instructor identity rather than teaching effectiveness. Guided by role congruity theory, which suggests that gendered expectations influence judgments when individuals occupy roles historically associated with another sex or gender, this study examines how students’ written comments reflect stereotypes, notably those related to gender. Using qualitative analysis of narrative SET responses, we identify recurring linguistic patterns that reveal how gender intersects in shaping perceptions of (Black) cisgender faculty. Results from the study show that women instructors were frequently described in relational and mentorship-oriented language, whereas men instructors were framed in terms of authority, rigor, and intellectual challenge. While both groups received overall positive evaluations, these differentiated descriptors highlight subtle mechanisms through which bias can operate and reinforce normative expectations. We also consider our positionality as cisgender scholars and reflect on the broader cultural and institutional contexts that inform evaluations of teaching, underscoring the need for equitable and reflective evaluation practices to further educational equalities in higher education, including the disruption of cisnormativity. Full article

Behaviour management represents a complex dimension of the teaching profession, especially in contexts of high social vulnerability. This instrumental case study qualitatively analysed the experiences of four teachers from a technical–professional high school in Santiago, Chile, focusing on how they construct and sustain behaviour management in everyday classroom work. Data were generated through semi-structured interviews and analysed using qualitative content analysis. Findings foreground a central tension in which reactive management predominates over preventive strategies, shaping how teachers sustain pedagogical continuity under recurrent disruption. Teachers describe this work as a reflective construction negotiated between routines and adaptation to contingencies, supported by bonds of trust with students and informal peer collaboration within an institutional structure perceived as fragmented. These insights can inform teacher education by strengthening practice-oriented preparation for behaviour management and can support the refinement of educational coexistence policies in context-sensitive ways. Full article