Abstract The implementation of evidence-based practices (EBPs) does not always lead to successful outcomes due to various contextual factors. The Evidence-Based Practice Attitude Scale (EBPAS; Aarons, 2004) assesses implementers’ attitudes towards adopting EBPs (ATE), helping to understand the discrepancy between planned and implemented EBPs. Despite the growing implementation of school-based EBPs, the EBPAS has seldom been applied to general education teachers. This study aimed to validate the EBPAS for primary school teachers in Singapore using content validity and confirmatory factor analysis and to examine how the contextual characteristics influence ATE. A total of 170 teachers from 10 schools participated anonymously in an online survey. Confirmatory factor analysis results supported the four-factor structure of the EBPAS. All subscales showed excellent to acceptable internal consistency, with Divergence being the lowest. Teachers with higher educational attainment were more likely to be open to adopting EBPs. Similarly, teachers’ perceived school leadership support was significantly associated with their ATE. However, neither years of teaching experience, years of supporting students with special educational needs, nor teacher efficacy in inclusive practices significantly predicted ATE. The study highlights the need for further refinement, particularly of the Divergence subscale, through the exploration of alternative constructs and validation with larger samples.

Abstract In this study, we apply a stated preference experiment and discrete choice modelling to examine Greek primary teachers’ preferences for reward and consequences strategies in supporting students with attention-deficit/hyperactivity disorder. We also investigate how these preferences differ based on teacher gender, educational attainment, and special education training. A total of 430 general and special education teachers completed 2,948 choice cards. Each card presented hypothetical scenarios combining five behavioural management attributes: verbal praise, responses to undesired behaviours, privilege removal, point-based systems, and tangible versus intangible rewards. Data were analysed using an alternative-specific conditional logit model. Verbal praise and intangible rewards (e.g., free time, token economies) received the highest preference ratings, while reprimands and privilege revocation were consistently disfavoured. Female teachers, those with postgraduate degrees, and special education trained educators assigned significantly greater utility to informational consequences and tangible rewards. Findings reveal a strong consensus among teachers in favour of positive reinforcement strategies and a reluctance to employ punitive measures. Professional development should emphasise reward-based techniques. Future research should link these stated preferences to actual classroom practices and student outcomes to assess their real-world effectiveness.

Abstract Autistic high school students overwhelmingly have a poor experience of school. Research into this stage of life is limited, and researchers have tended not to talk to autistic students directly, instead hearing from non-autistic observers such as teachers and parents. This study aimed to address this gap in our knowledge by interviewing autistic students in mainstream high schools about their experience of school and their ideas for how this could be improved. Ten autistic students (13 to 20 years old) in Australian high schools were interviewed. Students overwhelmingly reported a negative experience. Most said their ideal school would be one where teachers and peers had greater understanding about autism and teachers had training in autism. By including the student voice, this research makes a valuable contribution to our understanding of autistic students’ school experience, adding depth and detail, and including what they would like to see changed. Importantly, the interview data also challenged misconceptions about what autistic students prioritised. The voice of autistic teens can make an important contribution to policies and practices aimed at improving their experience of school.

Abstract Mixed reality simulations such as TeachLivE and Mursion have been increasingly utilised to prepare teachers for inclusive classrooms. The use of mixed reality simulations, which combine elements of both virtual and augmented reality, offers immersive and interactive experiences that can enhance teacher training in various ways. These simulations provide preservice teachers with realistic and safe spaces to practise inclusive communication, pedagogy, and classroom management. Each scenario can be tailored to provide practice in specific skills and support preservice teachers in meeting the Australian Institute for Teaching and School Leadership standards. This is especially helpful in view of today’s inclusive classes, as avatars in the simulations are neurodiverse, representing students of various abilities and personalities. The authors define mixed reality simulations, describe various ways that simulations have been used to support students in special and inclusive education, and describe a case study of simulations used for parent–teacher meetings and for inclusive classroom management in an Australian university. Lastly, they suggest directions for future research and practice.

Abstract The transition from primary to secondary school, encompassing the pre-, during-, and post-transition stages, often poses significant challenges for students on the autism spectrum. This critical period has garnered growing research attention; however, the perspectives of Australian parents on the support their autistic children receive post-transition remain largely unexplored. Underpinned by a transcendental phenomenological epistemology and Kohler’s Taxonomy for Transition Programming, we explored Australian parents’ perspectives on the support being provided to their children on the autism spectrum and how these students experience this post-transition period. Four parents of high-school-aged children on the autism spectrum participated in interviews, conducted online via Zoom. A deductive content analysis of parents’ insights revealed overwhelming dissatisfaction with the post-transition support provided to their children on the autism spectrum, particularly surrounding home–school collaboration practices and the utilisation of personalised learning. The findings contribute a much-needed Australian perspective to the limited body of research focused on sustaining support for students on the autism spectrum beyond the initial transition to secondary school.

Abstract Students’ interfering behaviour is a common concern among educators working in special and general education classrooms. Interfering behaviour can significantly compromise students’ educational experiences and educators’ ability to create a conducive learning environment. Evidence-based assessments and interventions for interfering behaviour in the classroom involve identifying the variables in the student’s immediate environment influencing these behaviours. There has been little to no dissemination of evidence-based assessments for classroom management in developing nations such as South Africa and Vietnam. In the current study, we used a single-case design to assess the effectiveness and acceptability of behavioural skills training (BST) in teaching educators from South Africa and Vietnam how to assess students’ interfering behaviour in the classroom. The training was divided into four phases, with the different steps involved in teaching participants how to assess interfering behaviour. All participants successfully acquired the trained skills and demonstrated a shift in their explanation of the causes of interfering behaviour.

Abstract In current Australian practice, higher education institutions provide access to reasonable adjustments for disabled students to support equitable access to learning. Although these practices can support access to learning, there are many barriers for students, including the requirement to disclose their disability, an administrative and advocacy burden, and variable implementation outcomes. In contrast, a Universal Design for Learning (UDL) approach reduces the individual student demand. It provides learning environments that are, by design, accessible, free of barriers, and appropriately challenging for all learners. In the present study, we conducted an anonymous online survey regarding the UDL practices used by academic teaching staff at a regional Australian university. In total, 113 respondents completed the 20-question survey, which included closed-response and open-text questions. The survey explored academic awareness and implementation of UDL in their teaching practice, and open-text questions were used to elicit their perspectives on UDL. Among other findings in the closed-response questions, there was a large discrepancy in the consistent implementation of UDL in practice, in which 50% of academics reportedly did not intentionally incorporate it. Results from the open-text questions revealed four key challenges academics encountered in implementing UDL: resources and time constraints, knowledge and awareness, institutional barriers, and implementation challenges.

Abstract Countries globally are working towards the Sustainable Development Goals 2030. Goal 4 affirms all students’ right to a quality inclusive education. Yet achieving quality inclusive education continues to challenge education providers without reference to economic riches or location on the globe. This exploratory study examines the professional views of 20 teachers about the state of inclusive education in Pakistan with specific reference to learners with cerebral palsy. Using focus groups interviews, we systematically examined the data and identified two key themes: learning together for all and learning environment. In exploring these themes, tensions appeared between what was posed theoretically as inclusive education and the reality of implementation. Some of these tensions result from contextual factors, while others emerge through viewing inclusive education involving a transformation of culture and practice.

Abstract This paper presents the content validation process and results of the Themis Inclusion Tool, a questionnaire designed to stimulate teacher reflection on the response to diversity in schools in Cyprus, where, despite efforts, progress is still necessary. We present the adapted form of the Themis questionnaire originally published in English. The Greek version of the questionnaire contains 60 items measured on a 5-point Likert scale, consisting of three dimensions: contexts, resources, and processes. The questionnaire also includes two open-ended questions. The use of the Themis questionnaire is suggested as an effective means to enable teachers to understand challenges with respect to inclusion and for developing more inclusive schools. Thus the aim of this research is to contribute to the lack of updated, validated, and research-based tools for Greek-speaking schools at a time where school self-evaluation processes have been prioritised in educational policymaking.

Abstract In this study, we draw on an analysis of publicly available information from university websites and Google Scholar to explore the qualifications, relevant experience, and scholarship of academics involved in postgraduate special/inclusive education courses in Australian universities. Overall, we found information on 148 academics employed at 23 universities, of whom 124 were teaching a unit or units with content relevant to the education of students with disability. Of these, 23% were described as having a qualification in special or inclusive education, 20% were described as having experience in a setting relevant to people with disability, and 51% had evidence of scholarship in special or inclusive education. These results are a cause for some concern and suggest staffing of special/inclusive education courses is not always ideal, with many academics apparently teaching out of their area of expertise.