European Journal of Special Needs Education

This study addresses the issue of diversity in Primary Education (ages 6–12) by analysing the perspectives of principals in high and low-efficacy schools. It aims to understand how the concept of diversity is understood and managed within these educational contexts. The research questions posed are as follows: How do school leadership teams comprehend the concept of diversity? How is diversity addressed in high- and low-efficacy schools? This research employs a qualitative approach, applying content analysis to the perceptions of school leadership teams regarding the diversity attention in their schools. The findings reveal significant differences in the understanding and managing diversity between high and low-performing schools, with implications for educational policy and practice.

Cognitive accessibility, understood as the feature that aims to make the world easier to understand for all individuals and, in turn, seeks to ensure that everyone can make themselves understood, constitutes a fundamental right. However, despite recent legislative efforts, many environments still fail to meet the necessary characteristics to be cognitively accessible. This article addresses cognitive accessibility in relation to the educational field. A systematic review was conducted following PRISMA guidelines, with the aim of assessing the current state of the scientific literature on cognitive accessibility in education. To this end, databases such as ProQuest, Web of Science, and Scopus were consulted, and a total of nine articles were included. These studies primarily focus on two areas: the assessment of educational environments and inclusive teaching competencies. Their analysis reveals that the implementation of cognitive accessibility in education is limited and lacks rigorous evaluation to assess its impact. It is concluded that, although there is growing interest in cognitive accessibility in educational settings, more empirical studies and robust assessment tools are needed to measure its effectiveness. ARTICLE HISTORY

Discussions on inclusive education increasingly shape current contributions and debates in educational assessment. However, a closer analysis of the field reveals uncertainties and inconsistencies between the paradigms of inclusive education and educational assessment. A critical-constructive examination of this relationship is, therefore, essential to facilitate advancements towards inclusive assessment in theory and practice. This paper presents a critical literature review of educational assessment at the intersection of inclusive education. After addressing inclusive education and educational assessment separately, concepts of inclusive assessment are discussed. Based on this review, I identify four counter-indications to inclusive assessment that subsequently serve as criteria for the critical review of conceptual literature on educational assessment. The analysis provides an overview of the diverse field and examines the concepts’ values and shortcomings in the context of inclusive education. Following this, the paper identifies four core indications for inclusive assessment and introduces a respective framework to guide future research and practice in the field. The paper accordingly provides a critical overview of the research landscape on inclusive assessment and extracts a distinctive framework for its further reflection and development. Ultimately, I highlight the study’s limitations and suggest future steps to advance education for all through inclusive assessment.

This scoping review aims to synthesise evidence from the past decade regarding information communication technology (ICT) interventions for students with physical disabilities aged up to 18 years, including their benefits and implementation challenges. In a rigorous process, intervention studies published between January 2012 and May 2024 across five databases were identified and selected, and data from 20 articles out of 240 screened was charted and analysed. Methodological quality of included studies was evaluated using the Mixed Methods Appraisal Tool. The findings show that most studies (80%) concerned students with extensive motor difficulties and complex communication needs, focusing on specialised access technology to enhance students’ involvement in education and leisure. More than half of the studies (55%) demonstrated the effects on children’s communication, including choice-making behaviours, and 45% reported benefits for participation in educational activities. Physical and social barriers, such as less user-friendly programs and lack of follow-up support, and student factors including fatigue and illness may affect implementation. Future researchers should collaborate with teachers, students and the education team to investigate ICT usage within classroom activities, students’ perspectives on the benefits of ICT, and long-term impacts on learning, inclusion and societal participation.

The diverse developmental patterns of autism spectrum disorder can become noticeable from a very early age, sometimes accompanied by challenges in specific areas of functioning. Early interventions are widely considered beneficial for autistic children, as they can positively influence developmental progress, functioning and social skills. These interventions typically involve children’s caregivers, though their accessibility, intensity, and effectiveness can vary depending on factors such as available resources, support systems, and individual family needs, which may influence the overall outcomes. The present study aims to identify early educational interventions that may support the development of social skills in preschool and early school-age autistic children. A total of eight journal articles during the 2018–2024 period were identified after an exhaustive search in academic databases. The context and outcomes of these eight studies were coded and analysed. The results show that the social skills of autistic children in early childhood are positively affected by the implementation of early educational programmes.

Online learning offers learners the convenience and freedom to study at their own pace and place, but it also poses various obstacles for those with specific educational needs. This paper aims to delve into the subjective experiences of online learners with disabilities, focusing on how they manage the challenges encountered in asynchronous online learning. Reflexive thematic analysis was used to analyse interviews conducted with 24 learners with physical, sensory, mental, and learning disabilities. The analysis showed that learners employ proactive coping strategies to address academic and emotional challenges, as well as critical life events, hindering their full involvement in online learning activities. Internal factors such as self-determination, self-efficacy, resilience, and problem-solving play a significant role in overcoming the difficulties associated with online study. This research provides valuable insights from learners’ perspectives that can inform the development of more effective support strategies for all students. Cultivating awareness of diversity and providing training to students on building self-belief, self-care, and problem-solving skills are highlighted as key elements for enhancing their persistence and academic success. By taking into account the experiences and needs of students with disabilities, educational stakeholders can develop tailored strategies that foster an inclusive and empowering educational experience for all.

A central aim of educational policies is to ensure equal opportunities for all students. We examine to what extent special education provision varies with socioeconomic status. Using the Norwegian Mother, Father, and Child Cohort Study (MoBa) linked with registry data, we follow children aged 8 (N = 43,282) and 14 (N = 17,482) to examine whether socioeconomic differences in the provision of special education can be accounted for by differences in the need for special education. The analysis applies logistic regression models to estimate adjusted risk ratios based on marginal effects. Results show that students with parents with fewer years of education are more likely to receive special education but that this association diminishes after adjusting for psychiatric diagnoses and school performance. A subgroup analysis of students with ADHD, who have a high propensity for receiving special education, supports these findings.