The study focuses on the inclusive school’s approach to literacy development for special needs students (SNS). The research aims to delve into the inclusive school’s methodologies concerning literacy development, particularly tailored to cater to the diverse needs of special education students. The study was conducted in 17 inclusive schools across 3 provinces in Indonesia, all of which have demonstrated remarkable progress in literacy development. This comprehensive investigation involved meticulously surveying these schools to gather insights into their practices and achievements. The findings of the study highlight several patterns in the approach to literacy development in inclusive schools. A comprehensive inclusive literacy development model is proposed, which emphasizes personalized planning, multimodal and experiential learning, differentiated instruction, recognition of achievements, and ongoing professional development. The study’s insights are relevant for educators, policymakers, and researchers interested in enhancing inclusive literacy practices for SNS in inclusive school settings schools. The practicality of the curriculum is seen from the aspect of good communication, cooperation, sufficient time, and the ease of understanding the material.

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.

Trauma-informed professional development (PD) equips educators with the knowledge and skills to support students affected by trauma while fostering safe and inclusive school environments. However, the variability in trauma-informed PD design, delivery, and outcomes, as well as the inconsistent integration of culturally responsive, antiracist, and equitable (CARE) content, raises questions about its capacity to prevent and address trauma effectively. In this systematic narrative review, 24 peer-reviewed studies were synthesized to examine trauma-informed PD in U.S. K-12 schools and highlight the presence and depth of CARE content in each PD. The findings of this review indicate significant variability in trauma-informed PD characteristics and inconsistent integration of CARE content. These findings underscore the need for more standardized approaches to trauma-informed PD that embed CARE content comprehensively and address the systemic and cultural dimensions of trauma. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

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.

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.

A comprehensive review and meta-analysis to identify the factors shaping teachers' attitudes toward refugee students in Turkey.

ABSTRACT Implementing an inclusive school means that teachers should use exam accommodations to foster the participation of students with Special Educational Needs (SEN). However, due to the emphasis on merit in most school systems, this practice can create a dilemma between equality and equity that can notably influence teachers’ perceived fairness of such accommodations. Three studies conducted in the French context with teachers, students and members of the public (i.e. convenience samples, N = 1,525) examined this dilemma. Results indicate a differentiated perception of accommodations in terms of fairness, but also comparability. Moreover, the more teachers believed assessment should support student learning, the more they perceived exam accommodations as facilitating comparisons of students’ performance, and the fairer they perceived accommodations. These findings highlight a recurrent equality – equity tension in assessment and suggest that accommodations intended to promote equity may be viewed as less fair when they are perceived to undermine comparability.

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 aims to assess the marketability of Frisbee as an alternative sports activity in primary schools, with a focus on Bandar Tun Razak primary school, Jengka, Pahang. Using a quantitative approach, questionnaires were distributed to 116 respondents consisting of teachers and parents to identify the level of awareness, perceptions of benefits, as well as challenges and opportunities in the implementation of Frisbee. The statistical technique used in this study is descriptive statistical analysis for data on the awareness and interest of students, parents and teachers towards Frisbee sports, the benefits of Frisbee for students, as well as the challenges and opportunities of implementing Frisbee as sport in schools. In addition, inferential analysis such as the independent t-test was also used to identify differences in awareness and interest, understanding of the benefits, understanding of awareness, as well as understanding of the challenges in implementing Frisbee as a sport based on factors such as gender, income and respondent category. The study found that the level of awareness of Frisbee was moderately high, with 81% of respondents being parents and 19% teachers. Perceptions of the benefits of the game, including the development of social, physical, and ethical skills, were received positively. However, the main challenges identified were the lack of infrastructure and teacher training. The study recommends that schools, the Ministry of Education Malaysia, and the community work together to enhance promotion, provide teacher training, and ensure the availability of basic facilities. This study contributes to school sport and Physical Education research by providing empirical evidence on the marketability and acceptance of Frisbee as an alternative sport in school settings. It supports curriculum diversification, inclusive sport education, and student engagement models by demonstrating the viability of non-traditional sports in promoting participation and motivation among students. The findings further contribute to policy making, pedagogical innovation, and localised educational research within the context of Bandar Jengka, offering data driven insights for school administrators, educators and policy makers in developing sustainable and inclusive school sport programs. With policy support and effective implementation strategies, Frisbee has the potential to become an inclusive and relevant alternative sport in the physical education curriculum in Malaysia.

Democratic student participation is widely endorsed as a pillar of civic education and inclusive schooling. However, its enactment remains complex and often contested in everyday pedagogical practice. This study investigates how teachers’ concerns about democratic student-participation are internally structured and shaped by individual beliefs and contextual conditions. Drawing on a cross-sectional survey of Austrian teachers ( n = 311), the study employs exploratory factor analysis and multiple regression modeling to identify key dimensions of concern and their predictors. Results reveal a three-dimensional structure of teacher concerns: Loss of Control and Structure, Low Student Engagement, and Organizational Overload. Contrary to the assumption that concerns reflect ideological resistance, findings suggest that they are significantly shaped by institutional and relational factors, such as socio-economic student background, teacher age, and the extent to which participatory practices are embedded in core teaching processes and formal structures. Notably, teachers’ abstract beliefs about democracy, whether civic, institutional, or social justice-oriented, did not significantly predict concern levels. These results underscore the need to reconceptualize teacher concerns not as obstacles but as context-sensitive indicators of the institutional conditions under which democratic education can thrive. Implications for professional development and policy reform are discussed.

The daily routine of teachers regarding school inclusion is marked by significant challenges, especially amid the complexities of Middle School. This article discusses the role of Generative Artificial Intelligence (AI) not as a replacement, but as a co-pilot for teachers in implementing Universal Design for Learning (UDL). The objective is to present practical solutions for pedagogical overload, using AI to automate curricular adaptations that teachers often struggle to complete due to time constraints or a lack of tools. Through an analysis of teaching practices in Brazilian schools, the study demonstrates that this technology can be the key to removing pedagogical barriers and transforming planning into a more agile and accessible process. Ultimately, it is proposed that the conscious use of these digital tools offers the necessary support for teachers to effectively embrace diversity in the classroom, ensuring every student's right to learn.

ABSTRACT Diversity among students in classrooms is evident. Since the ratification of the UN Convention of the Rights of Persons with Disabilities (2008), Germany is committed to implement an inclusive school system for every student, regardless of their individual (learning) needs. In order to implement inclusive education at the school level, teachers have to meet the individual needs of their students through the use of specific teaching practices, such as differentiated instruction (DI). However, research has already shown that teachers are struggling with teaching inclusive learning groups and that their implementation of DI into their daily teaching practice remains scarce. This study aimed to explore personal and contextual factors that influence teachers’ (n = 805 in-service teachers) use of DI through data from the National Educational Panel Study (NEPS). Results of the hierarchical linear regression analysis revealed that high levels of self-efficacy as well as many learning opportunities during teacher training are associated with a higher rate of DI implementation. Moreover, the amount of teaching experiences and teaching at primary schools also had a significant influence. The results point at the need to develop teacher training curricula by strengthening practical learning and teaching opportunities.

Inclusive education the practice of educating students with disabilities alongside their non-disabled peers in general education settings with appropriate supports and services represents one of the most significant and contested paradigmshifts in modern educational policy. Since the enactment of landmark legislation including the Individuals with Disabilities Education Act (IDEA) in the United States and the adoption of the United Nations Convention on the Rights of Persons with Disabilities (CRPD) internationally, inclusive education has been progressively embedded as both a legal mandate and a moral imperative in educational systems worldwide. Despite this broad policy consensus, the empirical evidence base regarding the academic, social, and long-term outcomes of inclusive education for students with disabilities and for their non-disabled peers remains complex, contested, and incompletely synthesized. This study employs secondary data analysis to systematically examine the relationship between inclusive educational placement and academic achievement, social outcomes, post-secondary transition, and quality of life for students with disabilities across K-12 grade levels. Drawing upon data from the Office of Special Education Programs (OSEP) Annual Reports to Congress, the National Longitudinal Transition Study-2 (NLTS-2) and NLTS-2012, the National Center for Education Statistics Digest of Education Statistics, the UNESCO Global Education Monitoring Reports, the OECD Education at a Glance series, and peer-reviewed meta-analyses and systematic reviews published between 2010 and 2024, this article synthesizes evidence across disability categories, grade levels, and national contexts. The findings indicate that well-implemented inclusive education is significantly associated with improved academic achievement, social skill development, and post-secondary outcomes for students with disabilities, while generating neutral to moderately positive effects for non-disabled peers. The quality and intensity of support services, teacher preparation for inclusive instruction, and the degree of genuine curricular access rather than mere physical co-location emerge as the critical determinants of inclusive education outcomes. Persistent equity concerns regarding disproportionate identification and placement of minority students in restrictive settings are examined, and evidence-based recommendations are offered for policymakers, special educators, general educators, and school administrators committed to realizing the transformative potential of genuinely inclusive schooling.

The present study aimed to analyze the possible pedagogical pathways for managing crises in Autism Spectrum Disorder (ASD) within the school context, articulating the challenges and perceptions of the school and the family in the inclusion process. The research was developed through an integrative literature review, including academic publications published between 2020 and 2025, focusing on studies that address school inclusion, emotional dysregulation, and crisis management in students with ASD. The results indicate that inadequate crisis management is often associated with the lack of specific training for education professionals, insufficient adapted pedagogical resources, and fragile communication between school and family. It was observed that pedagogical strategies based on welcoming practices, organization of the school environment, predictability of routines, and strengthening emotional self-regulation contribute to reducing the intensity of crises and to the more effective participation of students with ASD in the educational process. It is concluded that the partnership between school and family constitutes a central element for the construction of inclusive pedagogical practices, fostering the educational, social, and emotional development of children with Autism Spectrum Disorder in the school context.

This study aims to analyze structural challenges and inclusive learning practices in the implementation of Islamic Religious Education (PAI) in multicultural schools. SMAN Senduro was chosen as the research location because of its plural characteristics in terms of religion, culture, and ethnicity, as well as the strong influence of local wisdom of the Tengger people who uphold the value of tolerance. This research uses a qualitative approach with observation, in-depth interviews, and documentation. The results of the study show that the learning of Islamic Religious Education (PAI) contributes significantly to the formation of students' moderate attitudes, especially in the aspects of tolerance, respect for differences in beliefs, and the ability to interact harmoniously. Moderation values are not only obtained through learning materials, but also through an inclusive school culture and teacher example. However, the formation of religious moderation is still more influenced by the social environment of the school than by the design of learning that explicitly integrates the pedagogy of moderation. The main challenges include the limitations of contextual learning media, the lack of dialogical pedagogy-based planning, and the lack of optimal integration of local culture in the design of the Islamic Religious Education (PAI) curriculum. This study confirms that the effectiveness of multicultural Islamic Religious Education (PAI) depends on the synergy between Islamic teachings, learning practices, and local wisdom. These findings make an empirical and theoretical contribution to the development of dialogical, contextual, and local culture-based religious learning in strengthening students' religious moderation. Highlights• Students develop tolerance and harmonious interaction through contextual religious learning• School environment and teacher example play dominant roles in shaping moderation• Local traditions are linked with religious values to support contextual understanding KeywordsIslamic Religious Education; Multicultural Education; Religious Moderation; Inclusive Learning; Local Culture

ABSTRACT Critical literacy (CL), which refers to the use of diverse communication media to analyse and critique everyday social practices, has often been credited with advancing inclusion and diversity in schools. However, criticality has been seen as a missing dimension in Content and Language Integrated Learning (CLIL), and the extent to which it figures in mainstream curricular documents is unclear. In this scenario, we aim to determine how CL is represented in lower secondary curricula in different national contexts and subject areas. We examined curricula in history and biology subjects, which are commonly taught through a CLIL approach, in three national contexts: Finland, Italy, and Spain. We used a combination of bottom-up and top-down approaches, complementing an analysis of curriculum documents with a coding process informed by CL and Critical Thinking (CT) theories. The study reveals that CT and CL are present in both biology and history, but are emphasised differently across countries. Biology curricula tend to integrate CL more visibly, while history favours CT despite its disciplinary potential for perspective-taking. These differences highlight the need for greater balance and explicitness in how criticality is represented across subjects, with implications for designing curricula that better support criticality, both in mainstream and CLIL contexts.

Attitudes of general and special educators toward children with disabilities studying in inclusive schools in Haryana, India

Children with epilepsy often face barriers to school participation and appropriate seizure management. This study explored caregiver-reported challenges related to seizure action plans (SAPs), rescue medication access, and school inclusion. A 34-item survey, including items from the validated Brief School Needs Inventory (BSNI), was administered to caregivers of school-aged children with epilepsy receiving care at a tertiary children's hospital. Descriptive statistics and logistic regression analyses examined seizure-related experiences and school-level barriers, stratified by BSNI-assessed educational risk. Among 162 caregiver respondents, 50.6% reported their child had experienced a seizure at school. While 79% of students had a SAP in place, 11.7% did not. One-quarter of students required rescue medication at least annually, and 25.9% of caregivers were unsure if it could be administered in a timely manner at school. Additionally, 27.2% of students were excluded from school activities and 34% faced bus transportation barriers. Logistic regression showed students with high BSNI risk were over six times more likely to face transportation-related barriers (OR = 6.12, p<0.001) and nearly five times more likely to be excluded from activities (OR = 4.91, p<0.01) than peers with low risk. Despite federal protections and emerging state-level legislation, many students with epilepsy experience preventable educational and safety-related barriers. Improved standardization of SAPs, staff training, and care coordination between providers and schools are needed to reduce disparities and support full participation for students with epilepsy.

This study analyzes the Management Plan of the Murialdo Civic-Military Municipal Elementary School, located in Gravataí/RS, through qualitative documentary research with an analytical-descriptive approach. The investigation is based on an institutional diagnosis and the systematization of pedagogical, administrative, and community goals established for the 2026–2028 period. As a complementary procedure, a systematized literature review was conducted, drawing on empirical studies published between 2022 and 2025 in indexed journals in the fields of Education and Public Policy. The analysis was guided by categories related to indicator-based management, teacher professional development, school inclusion, family engagement, and institutional monitoring. The findings indicate that the articulation between strategic planning, systematic follow-up, and continuous professional development constitutes a structural element for strengthening learning outcomes and equity in rural and socially vulnerable school contexts. The study concludes that the effectiveness of the analyzed model depends on the integration of institutional governance, pedagogical practices, and continuous evaluation mechanisms.

This study analyses the challenges faced by future teachers in understanding the complex concepts of gender and gender identity. Given the multidimensional nature of these categories, the research examined students' prior knowledge and conceptions of gender, gender identity, and the role of education in promoting equality. To this end, an educational intervention based on neuroeducation principles was implemented. Initial findings revealed persistent confusion between the concepts of gender, gender identity, and sexual identity, as well as limited knowledge regarding the role of teachers in promoting equality. Using a mixed methodological approach, the effectiveness of the intervention was evaluated. The results highlight the potential of neuroeducation to promote a more solid conceptual understanding and encourage critical reflection. It is concluded that incorporating specific educational programmes in teacher training is essential for integrating gender equality and moving towards more equitable and inclusive school environments. The study suggests that teacher professional development should include pedagogical strategies based on neuroeducation to effectively address gender diversity in the classroom.