International Journal of Inclusive Education

The paper views school support for marginalized Roma vocational adult learners’ access, retention, and successful completion from their perspective. This vulnerable social group with the lowest level of education and highest level of unemployment in Slovakia has no systematic support to increase the level of education. We have conducted the qualitative study using grounded theory, aimed at finding out the ways of support provided by schools prior to and during education, as perceived by adult learners. The main finding of the analysis shows that low-educated adult learners were provided with support from key persons (school employees) prior to as well as during education. Various ways of supporting adults with primary and secondary vocational education have been identified. The need for and forms of support were connected to the characteristic features of the learners and were defined by the nature of the part-time form of studies. Research indicates the need for specific support mechanisms for low-educated adults in order to increase their participation and success in education. However, the comprehensive system of support in educational policy and school practice should be preceded by research revealing the possibilities and limits of support mechanisms by vocational schools.

The Care and Support for Teaching and Learning (CSTL) framework provides the basis for future actions that should be taken by ministries of education in Southern Africa in promoting and protecting the rights of all children to education. By extension, this equally mandates teacher educators to develop curricula that espouse care and protection of all learners. Using a multiple case study design and collective autoethnography, the paper examines how teacher education programmes and curricula in select institutions in Lesotho and South Africa have embedded CSTL principles. Data are collected using guided reflection to explore experiences of three teacher educators and document analysis. The findings reveal that international and local tools, such as the Sustainable Development Goals (SDGs) and the CSTL, are used as guiding principles in the development of the Inclusive Education curriculum in some institutions. In other instances, teacher educators expressed a lack of familiarity with the CSTL and its principles. The paper concludes by outlining ways in which the CSTL framework can be used in teacher education to strengthen the Inclusive Education curriculum and make it contextually responsive in both Lesotho and South Africa. In particular, the paper locates strands in teacher education where the CSTL could be most impactful. ARTICLE HISTORY

Addressing the needs of students with disabilities (SWD) in K-12 settings effectively must be a collaborative, data-driven, and purposeful process (Aceves and Kennedy [2024, February]. High-leverage practices for SWD, 2nd ed. Arlington, VA: Council for Exceptional Children and CEEDAR Center.). Implementing a core foundation of easy-to-use, evidence-based practices (EBPs) supported by research can enhance teaching across content areas. The practices provide a structured approach that benefits general education, special education and those at risk of disabilities. The publication of the High-Leverage Practices (HLPs) in Special Education updated by the Council for Exceptional Children (CEC) and the CEEDAR Center can help educators meet the needs of SWD (Aceves and Kennedy [2024, February]. The updated HLPs are relevant for all educational settings and all learners. Educators, whether in pre-service programmes or undergoing in-service professional development, must be prepared to implement practices that support all students. The present article focuses on the practical application of 12 of the 22 HLPs related to effective instructional practices, further categorised into two groups (1) Collaborative and Data-Driven Instructional Planning, and (2) Effective Instruction and Supportive Learning Environments. The strategies can help with designing and delivering instruction that is intentional, adaptable, and responsive to all students.

This paper presents a one-year Learning Lab formative intervention conducted in a predominantly white school in New England in the U.S., where a diverse group of participants collaborated to co-design a district-level protocol for addressing discrimination and harassment. The collaborative effort involved 16 members, including students, parents/community members, teachers, school and district-level administrators. In this paper we focus on the strategies emerged during the Lab to dismantle the exclusion of students’ voices. Theoretical frameworks of rightful presence and inclusive education guided the analysis, focusing on inevitable tensions and contradictions inherent in diverse group collaboration. Three strategies emerged to challenge the exclusion of students’ voices and center students’ rightful presence in the inclusive decision-making process: (1) Problematizing the dominance of adult authority figures; (2) Amplifying student epistemology; and (3) Reconfiguring spaces and discourses. The implications of students’ rightful presence in protocol co-design are discussed, along with implications for research and practice.

The Picture Exchange Communication System (PECS) is widely recognised as initially developed for children with autism and has since been identified as beneficial for individuals with hearing impairments. This study, therefore, seeks to explore the adaptation of PECS for toddlers with hearing impairments in inclusive classroom settings. The structured six-phase protocol of PECS, emphasising visual and tactile supports, is examined for its potential to bridge communication barriers and foster independent interaction. Special attention is given to integrating situational visual cues, such as photographs and tangible symbols, to enhance engagement and contextual understanding during playtime, a critical developmental activity for young children. Parental involvement and environmental adjustments are pivotal factors in successfully implementing PECS for toddlers with hearing impairment. Training parents to use PECS in naturalistic contexts, such as play, improves communication consistency and motivation. The paper highlights the role of customised PECS strategies in supporting communication development and toddlers' social and emotional well being. Despite promising outcomes, this study underscores the need for further research to validate the effectiveness of PECS adaptations for this specific population, particularly in fostering spontaneous communication and joint attention.

The second classroom, refers to extracurricular activities (e.g. volunteer service), is a vital carrier for deepening well-rounded education in Chinese colleges and universities, plays an increasingly critical role in the high-quality development of the college financial aid. However, in the new era, college students with financial difficulties have higher-level, more diverse, extensive, and richer demands. Hence, this paper aims to investigate the intention and behaviour consistency of students with financial difficulties regarding their participation in second classroom activities. By analysing 473 questionnaires based on the expanded model of the theory of planned behaviour, the following findings were obtained: (1) 89.57% of students with financial difficulties expressed the intention to participate in the second classroom, but only 39.4% of them actually took action; (2) the intention of students participating in the second classroom was significantly positively correlated with their behavioural attitudes, subjective norms, perceived behaviour control and cognitive level; (3) the behaviour of students participating in the second classroom was significantly positively influenced by the individual’s intention and perceived behaviour control; (4) the situational factors based on school support could significantly positively regulate the influence of the second classroom participation intention on the actual behaviour of students with financial difficulties.

Over the past few years, the number of students from refugee backgrounds in Australia has been on the constant rise. Most youths with refugee background have had a range of traumatic experiences that compound the difficulties in adjusting to a new country and school system. This paper presents a study undertaken with students from refugee backgrounds and their teachers. Based on a qualitative approach, the study employed questionnaires (for teachers and students with refugee experiences), follow-up and focus group interviews (with the students). The project explored the academic and emotional issues that the students experience when adjusting to high school and the support they receive at school to cope with their transition. Results showed that students with refugee backgrounds experience a variety of difficulties and barriers to success that are often not recognised. Teachers indicated that there was a significant relationship between English language skills and academic achievement, recommended the provision of more efficient and flexible future pathways for older students and more time and resources to cater for the emotional and academic (particularly literacy) needs of their students. These findings highlight the need for greater efforts to meet the diverse needs of high school students from refugee backgrounds. ARTICLE HISTORY

The implementation of inclusive education appears to have stalled in secondary schools in Ghana, coupled with the fact that there is a dearth of literature on teachers’ access to PD in inclusive education. This study adopted the complexity system professional development (PD) model as a conceptual framework to explore the experiences of stakeholders in relation to teachers’ access to PD opportunities in inclusive education. This qualitative study draws on a purposive sample of 37 participants consisting of school leaders, special educators and teachers from both public and private secondary schools recruited in a region in Ghana. A semi-structured interview guide was developed, and data were collected via face-to-face interviews and focus group discussions. Although the majority of the participants indicated that their pre-service teacher education exposed them to inclusive education, only a few felt that this training adequately prepared them to adopt inclusive pedagogical skills to address the diversity of learning needs in the classroom. At the individual teacher, learning activity and school and system support levels, the participants recounted major barriers to PD accessibility in inclusive education. We also discuss the implications of the study for policymaking.

Teachers' emotional intelligence (EI) is essential in fostering inclusive education, particularly for students with learning disabilities (LD). This study explores the relationship between EI, teachers' attitudes towards students with LD, and their coping strategies among Arab Israeli secondary school teachers. It also investigates whether EI mediates the relationship between attitudes and coping mechanisms and examines the influence of professional training and sociodemographic factors. A sample of 90 teachers, selected through convenience sampling, completed validated questionnaires assessing EI, attitudes, and coping strategies. The results revealed significant positive correlations between EI and both attitudes towards students with LD and coping strategies. Teachers who received professional training scored higher in EI, attitudes, and coping strategies compared to their untrained counterparts. Furthermore, the Sobel test confirmed that EI significantly mediates the relationship between attitudes and coping strategies, highlighting EI's critical role in effective inclusion practices. The findings suggest that professional development programmes focusing on EI can enhance teachers' abilities to create more inclusive educational environments, ultimately improving outcomes for students with LD. This study underscores the importance of integrating EI training into teacher development programmes to promote better educational experiences for students with learning disabilities.

This study explored primary school teachers’ perceptions and experiences of inclusive education within a mainstream setting in Southern England. Using a phenomenological approach, semi-structured interviews were conducted with seven teachers from diverse career stages and roles within a single primary school. Thematic analysis revealed four key themes: (1) An Individualised Approach, emphasising personalised teaching strategies; (2) Know Your Limits, highlighting systemic constraints; (3) It's Who We Are, underscoring the importance of school culture; and (4) Experience Builds Knowledge, reflecting the role of professional growth in inclusive practice. Findings indicate that teachers’ implementation of inclusive education is shaped by a complex interplay of individual approaches, systemic limitations, school culture, and professional experience. The study contributes to the field by providing a nuanced understanding of teachers’ lived experiences, interpreted through multiple theoretical lenses including Social-Ecological Systems Theory and Critical Theory. Implications span classroom practice, school leadership, policy development, and teacher education, emphasising the need for a holistic, ecosystem-wide approach to inclusive education. The research highlights the importance of ongoing professional development, supportive school cultures, and policy alignment in fostering effective inclusive practices. Limitations include the small sample size and single-school focus, suggesting avenues for future larger-scale and longitudinal research.