This article examines the leadership strategies used by school principals to manage inclusive education for students with special educational needs. Based on a systematic review of 25 articles from top academic journals (2021-2025), the research highlights the key role principals play in promoting inclusivity in schools. Findings show that effective leadership practices, such as transformational leadership, community involvement, and resource allocation, significantly enhance the success of inclusive education. Principals who foster a culture of support and high expectations for teachers contribute to better educational outcomes for special educational needs students. The study also emphasizes the importance of collaboration between teachers, parents, and external organizations in supporting inclusive practices. However, the research identifies challenges that principals face, such as limited resources and managing diverse learning needs. Professional development and ongoing training for educators are crucial for overcoming these barriers. The article concludes that while character-driven leadership centered on integrity, empathy, and ethical decision-making plays a positive role in building an inclusive school environment, it must be balanced with practical strategies to address operational challenges. Effective leadership is essential for creating a sustainable, inclusive educational environment that meets the diverse needs of all students.

Inclusive and future-ready special education is increasingly prioritized worldwide because it supports quality of life, independence, and social participation for learners with disabilities. In Saudi Arabia, these aims align with Vision 2030; however, persistent curricular, resource, and capacity constraints may limit the effective implementation of inclusive practices across school contexts. A mixed-methods study was conducted using semi-structured interviews and focus groups alongside quantitative surveys to examine factors influencing special education quality in the Kingdom of Saudi Arabia (KSA). Purposive sampling captured regional (urban/rural) and school-setting diversity. Participants included 35 special education teachers, 100 students, and 20 parents. Instruments were theory-informed, expert reviewed for content validity, pilot tested, and demonstrated acceptable reliability (teachers: α=0.86; students: α=0.79). Qualitative data were analyzed thematically using NVivo, and quantitative data were analyzed in SPSS v26 using descriptive statistics and subgroup comparisons. Teachers identified curriculum rigidity as a key barrier to individualized instruction (75%) and reported reduced student engagement when content was perceived as irrelevant (65%). Resource scarcity was widespread, with 70% reporting shortages of teaching aids, 72% reporting frequent reliance on limited materials, and 62% purchasing classroom essentials using personal funds; inequities were more pronounced in rural contexts (urban satisfaction M=3.2 vs. rural M=2.5). A strong need for continuous professional development emerged (81%), including training in innovative strategies (85%), assistive technology (60%), and disability-specific competencies (90%). Students preferred active, collaborative learning (hands-on activities: 65%; group collaboration: 70%) and reported social challenges (wish for more friends: 60%; difficulties making friends: 65%), while emphasizing the value of supportive feedback (regular teacher check-ins: 75%; constructive feedback: 70%). Enhancing quality-of-life outcomes in Saudi special education requires coordinated, system-level reforms focused on flexible curricula, equitable resource allocation (especially for rural schools), sustained disability-focused professional development, and student-centered practices that strengthen engagement, belonging, and feedback. Stakeholder-informed program design can support future-ready, inclusive provision aligned with Vision 2030.

Impacts of dialogic scientific gatherings on mothers' participation in conflict prevention and school coexistence.

Expulsion poses a significant barrier to high-quality and inclusive early care and education (ECE), leading to both immediate and long-term negative consequences for children and their families. This descriptive, exploratory study examined whether ECE providers' knowledge of child development, burnout, and organizational climate was associated with their attitudes and perceptions related to expulsion risk. A total of 309 ECE providers in one state in the Southeastern region of the United States taking part in a program evaluation completed an online survey prior to program implementation. Multiple linear regression analyses were conducted to assess associations among providers' knowledge of child development, burnout, organizational climate, and attitudes related to expulsion risk. Provider burnout was found to be significantly associated with providers' attitudes related to expulsion risk (β =.36, p <.001) despite relatively modest levels of burnout reported by this sample. Organizational climate was significantly associated only with the hopelessness subscale of the expulsion risk measure used (β = -.21, p =.034). Findings are somewhat consistent with prior research and have implications for the field regarding methods to address ECE provider burnout and organizational climate to mitigate expulsion risk and promote more inclusive ECE environments.

The global education sector plays a pivotal role in achieving Sustainable Development Goals (SDGs), particularly in fostering inclusive and quality education for all. This study aims to investigate how adopting SDG-4 influences students’ perceptions and fosters institutional loyalty in higher education institutions (HEIs) in Punjab, India. The study contributes to the understanding of how SDG-4 adoption shapes students’ views on education quality and institutional engagement. Grounded in the stimulus, organism, response (S-O-R) framework, the study uses a quantitative survey-based approach and applies structural equation modelling (SEM) to analyze data from 302 students across various HEIs. The results indicate that SDG-4 adoption significantly improves students’ perceptions of instructor effectiveness, community involvement, and digital trust, which in turn foster institutional loyalty, although affordability shows no significant effect. The study redefines institutional loyalty drivers, emphasizing instructor effectiveness and digital trust over affordability, and underscores the importance of robust digital learning environments and strong HEI community partnerships.

This study explored the critical needs of learners with disabilities and their impact on promoting inclusive education. With the growing emphasis on creating equitable learning environments, it is essential to understand the unique challenges and requirements faced by learners with disabilities in the context of Caraga State University Cabadbaran Campus, an educational institution based in the Philippines. Through a sequential exploratory mixed-methods approach, which includes surveys of 900 participants out of 3,000 enrolled learners and interviews with 10 participants from 61 learners with disabilities based on the survey results, the study identified critical needs essential for their academic growth. These are academic needs, social integration and identity needs, preferred learning environment, peer support and learning assistance needs, inclusivity and equity needs, and a supportive learning environment. These needs suggest that a holistic approach integrating mental health, financial aid, inclusivity, peer assistance, and personalized learning can significantly improve the educational experiences of learners with disabilities, promoting a more equitable and supportive learning environment. These findings also serve as inputs to guide educational institutions toward more inclusive practices, ensuring that learners with disabilities are given equal opportunities to succeed academically. Addressing their needs contributes to the ongoing efforts to promote inclusive education in higher education institutions, fostering a more supportive and accommodating environment for all learners.

This study analyzed research trends and scholarly impacts related to the application of multimedia in learning for children with autism spectrum disorder (ASD) using a bibliometric approach in RStudio. A total of 57 Scopus-indexed articles published between 1995 and 2025 were analyzed using the Biblioshiny tool to identify publication patterns, influential authors, keyword dynamics, and thematic evolution. The results revealed three major developmental phases: an early phase centered on psychological perspectives and basic communication skills, a transitional phase characterized by computer-assisted learning and multimedia systems, and a recent phase emphasizing immersive technologies such as augmented reality and virtual reality. This progression reflected a paradigm shift from clinically oriented interventions toward evidence-based pedagogical innovation in inclusive education. Overall, multimedia-based learning has demonstrated strong potential to improve social-emotional, communication, and language skills among children with ASD through interactive and adaptive environments in diverse educational contexts. The study concluded that multimedia integration supports more personalized and participatory learning experiences and highlights the importance of future research on AI?driven and adaptive multimedia systems to address individual learning needs better.

The implementation of the Alternative Learning System Senior High School (ALS SHS) in the Philippines provides non-traditional learners with access to education, yet little is known about the lived experiences of the teachers who make this possible. This qualitative phenomenological study explores the experiences of five ALS SHS teachers in the City Schools Division of Dasmariñas. The research seeks to understand how these teachers navigate instructional, structural, and emotional challenges as they adapt to the program’s unique demands. Data were collected through in-depth, semi-structured interviews, supplemented by document analysis. Thematic analysis revealed five major themes: diversity and unique learner profiles; instructional challenges and pedagogical adjustments; emotional investment and teacher-learner bonds; transformative experiences; and personal and professional growth. Teachers described navigating complex teaching contexts with adult learners from diverse life circumstances while demonstrating high levels of empathy, adaptability, and dedication. Findings highlight the need for contextualized teaching strategies, curriculum adjustments, and robust support systems for both learners and teachers. Despite resource and institutional limitations, ALS SHS teachers find fulfillment and growth in their roles. The study underscores the necessity for targeted training, curriculum refinement, and institutional support to ensure the sustainability and effectiveness of the ALS SHS program. This research contributes to the growing body of literature on inclusive education and offers valuable insights for policymakers, school leaders, and educators aiming to enhance the ALS SHS implementation across the division and beyond.

This study assessed the essential competencies of newly hired public school teachers in selected schools in SDO Bulacan and SDO City of Baliwag, serving as a basis for a targeted enhancement program. Utilizing a descriptive-quantitative research design, data were gathered through a self-assessment tool anchored on the Philippine Professional Standards for Teachers (PPST). Findings revealed that both elementary and secondary teachers generally rated themselves as “very satisfactory” across most competency domains, particularly in learner motivation, collaborative learning, and professional engagement. Secondary teachers demonstrated slightly higher mean scores compared to elementary teachers, especially in learner behavior management, which showed a statistically significant difference. Despite high self-perceived capability, both groups identified priority areas for development, including instructional planning, use of teaching resources, differentiated instruction, constructive feedback, and inclusive education strategies. Notably, professional development emerged as the top priority across both groups, indicating a strong commitment to continuous learning. Statistical analysis further revealed no significant differences in development priorities between elementary and secondary teachers, suggesting common professional needs regardless of teaching level. The study highlights a gap between perceived competence and the need for further skill enhancement in specific domains. These findings underscore the importance of structured and responsive professional development programs. Consequently, a targeted enhancement program was proposed, focusing on ICT integration, positive discipline, differentiated instruction, and assessment practices. The study concludes that strengthening these competencies through data-driven interventions can significantly improve teaching effectiveness and contribute to better student learning outcomes.

It is important to mention that athletes represent a specific group of the population with definite health demands due to intensive physical activity, regular travel, and close contact in training and competitive environments. These factors increase their sensibility to infectious diseases, which can negatively impact both individual performance and team outcomes. It is widely known that the vaccination is a critical preventive strategy in safeguarding athletes’ health; however, vaccination coverage in this group is often incomplete due to limited awareness and insufficient medical guidance. This paper shows the role of vaccination in athlete health management and strengthens the importance of targeted medical education regarding health issues, prevention and rehabilitation. The proposed research includes current recommendations for immunization in athletes, including routine vaccines and those indicated for travel or sport-specific risks. Additionally, the study examines barriers to vaccine uptake, such as lack of knowledge, fear of side effects, and misinformation and misinterpretation. The importance of medical education is highlighted as a key intervention to improve vaccination rates among young athletes. The educational programs for athletes, their coaches, and sports health professionals can improve the understanding of vaccine safety, efficacy, and timing. The integration of the Integrating preventive medicine into sports training systems may reduce the incidence of infectious diseases, sport traumas and in the future can support the optimal athletic performance. We have concluded that the encouraging vaccination strategies together with inclusive medical education is vital for helping improve athlete health, minimizing disease-related troubles, and ensuring continuous performance at any level, both amateur and professional.

This case study explores the transformative role of a student-staff partnership (SSP) in redesigning assessment and learning experiences for the core master’s-level course, Global Challenges in Agriculture (AGRC7047). At the heart of this initiative was a diverse team of student and staff partners who co-developed new learning materials and assessment structures to better engage a heterogeneous cohort. A key outcome of this collaboration was the design and implementation of a reflexive ePortfolio assessment. This innovation emerged from the SSP’s commitment to inclusivity, pedagogical alignment, and global citizenship education. Rather than positioning the ePortfolio as the central course, this paper foregrounds the SSP process: how students and staff worked as co-creators, how diverse disciplinary and cultural perspectives enriched the project, and how this model can inform broader efforts to co-create curriculum in agricultural sciences and beyond. By documenting the application of SSP within agricultural sciences, an area where partnership-based pedagogical research remains limited, this study contributes new insights into how co-creation can reshape teaching practices in applied and interdisciplinary STEM-adjacent fields. The findings offer valuable insights into how SSPs can lead to sustainable pedagogical innovation and shift disciplinary cultures toward more reflective and student-centred practices.

ABSTRACT The purpose of the present paper is to contribute to a discussion about how research into inclusive education can be further developed. The point of departure is taken in six pragmatic themes: meliorism, fallibilism, democracy, pluralism, transaction and avoidance of one-sidedness. The themes are described initially, after which it is argued that the pragmatic approach taken has four crucial implications for inclusive education research. These implications are that researchers into inclusive education should be explicit about (1) educational purpose, (2) reasons for theory choice, (3) knowledge contribution and (4) the role of research in democracy. Each of these implications is presented and critically discussed. Three points are raised in the discussion section: Firstly, the utility of the pragmatic perspective used in the article. Secondly, whether or not the four implications discerned are to be viewed as some form of ground rules for research into inclusive education or not. Thirdly and most importantly, the overriding intention of the article to contribute to a discussion about research about inclusive communication is discussed. Furthermore, the importance of such a discussion for community building among researchers in inclusive education is elaborated.

In alignment with the United Nations Sustainable Development Goals (SDGs)—specifically Goal 4 (Quality Education) and Goal 11 (Sustainable Cities and Communities)—Japan has witnessed a burgeoning interest in sustainable, child-centered educational environments. A primary focus of this movement is the integration of wood and natural materials in early childhood education (ECE) facilities, catalyzed by national policies such as the 2010 Act on the Promotion of Use of Wood in Public Buildings and the 2015 "Wooden School Initiative". This study investigates how wooden architecture in ECE facilities contributes to sustainable development and high-quality, inclusive education through a focused qualitative case study of a wooden kindergarten in Japan. The research employs the original conceptual framework of "Community-Co-Created Educational Design," which positions educational space as an interface between architecture, pedagogy, and local resource systems. Methodologically, the study draws on a semi-structured interview with a senior facility manager, supplemented by stakeholder interviews with the facility’s designer and play equipment manufacturer to ensure data triangulation. The findings demonstrate that wood-based design transcends aesthetics to become a socio-material vehicle for local sustainability, intergenerational learning, and social cohesion. While the study acknowledges the inherent representational limitations of a single primary informant, it provides foundational insights for global discourse on ecological awareness and child-friendly urban planning. Furthermore, identified challenges—including limited subsidy awareness, maintenance demands, and policy-practice gaps—highlight the necessity for implementation-oriented strategies to sustain these environments. This research offers critical insights for policymakers and designers aiming to integrate children’s well-being with sustainable community development

The development of digital technology has driven a transformation toward more interactive and adaptive learning. However, vocational high school students, particularly in inclusive schools, still face challenges in English pronunciation skills. The main problem addressed in this study is the limited use of instructional media and the diverse characteristics of students, including those with special educational needs, which affect the learning process. This study aims to (1) describe the implementation of the ELSA (English Language Speech Assistant) application in English learning and (2) analyze its effect on improving students’ pronunciation skills at SMK Inklusi TPA Jember. This research employed Classroom Action Research (CAR) conducted in two cycles, consisting of planning, action, observation, and reflection stages. Data were collected through pre-test and post-test, as well as observations and interviews. The results showed a gradual improvement in students’ average scores, from 62.3 in the pre-test to 71.0 in the first cycle post-test (an increase of 8.7 points or 14.0%), and further to 81.5 in the second cycle post-test (a total increase of 19.2 points or 30.8%), shifting from low to moderate and finally to good categories. Qualitative analysis revealed clear improvements from cycle I to cycle II, indicated by changes in student engagement from passive to active and independent, as well as more responsive and exploratory behavior toward practice and feedback. In addition, students’ pronunciation became more accurate and structured, indicating that the use of the ELSA application is effective in enhancing both the process and outcomes of pronunciation learning.

ABSTRACT We examined pre-service teachers’ attitudes towards inclusive education and their attitudes towards people with physical disabilities. Both kinds of attitudes were associated with opinions about teacher responsibilities for care and support activities regarding children with physical disabilities in school. They also predicted the willingness to conduct these activities. Self-rated knowledge in several areas related to teaching children with physical disabilities was additionally associated. Differences between special-education pre-service teachers, general-education pre-service teachers, and a comparison group document the validity of the used measures. The present findings suggest that pre-service teachers’ readiness for inclusive education does not only depend on inclusion-related attitudes. Additionally, general attitudes towards the very children to be included and self-perceived preparedness for inclusive teaching have to be taken into account.

Students with disabilities continue to face various challenges in pursuing higher education, particularly in non-metropolitan areas such as Sukabumi. Limited facilities, social stigma, and the lack of optimal inclusive education services may affect their learning motivation. This study aims to analyze the motivation of students with disabilities in pursuing higher education in Sukabumi based on Self-Determination Theory (SDT), which emphasizes three basic psychological needs: autonomy, competence, and relatedness. This research employed a descriptive qualitative approach involving 23 students with disabilities from seven higher education institutions in the Sukabumi region. Data were collected through in-depth interviews, observation, and documentation, and analyzed using the Miles and Huberman model. The findings indicate that students’ motivation is influenced by internal factors such as the desire for independence, self-actualization, and self-affirmation, as well as external factors including family support, social environment, and educational institutions. The fulfillment of autonomy, competence, and relatedness plays an important role in sustaining motivation and perseverance among students with disabilities in completing higher education.

This study aims to analyze inclusive education strategies in primary schools through the integration of songs and Hexa-Pedia within a multisensory Individualized Education Program (IEP), focusing on enhancing student engagement, conceptual understanding, and the internalization of inclusive values such as tolerance, empathy, and cooperation. The study employed a qualitative approach with a field research design, applying an emic perspective to obtain authentic insights from students and teachers at an Islamic primary school (MI) in Madiun City. The sample was selected purposively, consisting of classroom teachers, IEP instructors, and students participating in inclusive learning. Data were collected through in-depth interviews, direct observations, and documentation, and analyzed using coding, thematic categorization, and thematic analysis to capture patterns, relationships, and the socio-cultural context of learning. The findings indicate that the integration of songs as an auditory medium and Hexa-Pedia as a visual-kinesthetic medium significantly enhances student engagement, motivation, and active participation, allowing each student to learn according to individual abilities without reducing group interaction. These multisensory media also strengthen conceptual understanding, as students can observe, practice, and repeat learning materials progressively, while fostering the internalization of inclusive values through cooperation, empathy, and respect for diversity. Thus, this integrative strategy creates an immersive, enjoyable, adaptive, and collaborative learning experience, while fostering students’ social character and inclusive behavior. It also provides a significant contribution to inclusive education practices in primary schools and serves as a reference for developing innovative individualized learning strategies.

Countries in Southern Africa have taken efforts to implement inclusive education. While policies exist and some efforts are made around inclusion in schools, limited attention has been given to the work required of teachers to actualise inclusivity. What is missing are mechanisms that can enable teacher education to develop inclusive pedagogical proficiency in future teachers. This study reimagined teacher education for inclusive education in Southern Africa through Ubuntu philosophy that positions disability as the moral and analytical basis of inclusivity. A qualitative conceptual-policy analysis approach was used to analyse the regional Policy Framework on Care and Support for Teaching and Learning. The analysis was theoretically guided by critical disability perspectives and Ubuntu relational ethics. The analysis showed that disability is framed in the policy framework as intersecting with multiple forms of vulnerability, and that inclusivity is conceptualised as a multisectoral agenda. However, the policy framework under-theorises teacher education for ethical decision-making, reflexivity and collaborative practice in crisis-affected contexts. This article argues that reforming teacher education to support inclusive education requires more than policy adherence. It also requires educating relational and reflexive teachers grounded in Ubuntu ethics by strengthening disability inclusivity as the foundation for such transformation. Contribution: The Ubuntu framework has been primarily applied in school research. There is limited application of this framework in teacher education research. This creates a lacuna in understanding how school teachers are expected to practise Ubuntu, yet their training has not adequately prepared them. Therefore, this study applies the Ubuntu framework to teacher education by linking disability, inclusive education and Ubuntu ethics to offer insights that can inform debates on teacher education development in Southern Africa.

Purpose This study aims to examine the lived experiences of mothers of children with autism spectrum disorder (ASD) enrolled in mainstream schools in Kosovo and how they navigate the challenges and possibilities of inclusive education. Design/methodology/approach A qualitative phenomenological design was adopted. Semi-structured interviews were conducted with 10 mothers of children aged 8–10 years with formal ASD diagnoses attending mainstream schools implementing inclusion policies. Interviews (45–70 min) were audio-recorded, transcribed verbatim and analyzed using Braun and Clarke’s (2006) six-phase thematic analysis. Findings Five themes emerged: (1) emotional labor and resilience; (2) limited institutional support; (3) advocacy as a daily necessity; (4) hope through teacher collaboration; and (5) the critical role of assistants for students with special educational needs (SEN). Trained, integrated assistants were viewed as essential mediators of participation, learning and emotional regulation. Inclusion frequently depended on sustained maternal advocacy rather than system design, though consistent teacher–parent collaboration noticeably improved experiences. Research limitations/implications Small purposive sample from three municipalities; fathers, teachers, assistants and leaders were not interviewed. Future work should triangulate stakeholders and assess longitudinal outcomes. Practical implications Professionalize assistants for students with SEN (qualification, role clarity and team-based work); embed autism-inclusive pedagogy in teacher development; and formalize two-way family–school communication. Social implications Reducing hidden emotional and advocacy burdens on families, especially mothers, can enhance equitable participation and community trust in inclusive schooling. Originality/value By centering maternal voices in an under-researched low- and middle-income countries /transition context, this study highlights how inclusion can become symbolic without structured supports. It offers practice-ready insights for strengthening assistants for students with SEN provision, teacher preparation and family–school partnerships.

This study analyzes the application of artificial intelligence in strengthening the cognitive development of students with special educational needs in a public school in Ecuador. The research was conducted using a quantitative approach, with a non-experimental, cross-sectional, and descriptive-correlational design. The sample consisted of 100 students from different educational levels: elementary, middle, upper elementary, and high school. Data collection involved structured surveys and cognitive assessment tests designed to measure skills such as attention, memory, and logical reasoning. The results showed that most students reached medium to high levels of cognitive development, highlighting a positive perception of the use of artificial intelligence tools in learning. Furthermore, it was identified that these technologies contribute to personalized learning, the strengthening of cognitive functions, and the improvement of academic performance. However, challenges related to technological access and teacher training were identified. It is concluded that artificial intelligence is a key tool for promoting inclusive and quality education.