Teachers' relational competence towards students with neurodevelopmental symptoms: A microscopic relational analysis

2024-9-12

Theory is inclusive, practice is integrative? Discourses on inclusion in the education community

2024-9-9

The impact of <scp>COVID</scp> restrictions on children with special educational needs in the early years: Evidence from educators' perspectives in Hong Kong

2024-9-5

A movement‐integration approach for the comprehension of punctuation marks in students with dyslexia

2024-9-4

Transition from upper secondary to university in students who identify as autistic: A systematic review

2024-8-27

Individual differences in text processing and recall in children with and without <scp>ADHD</scp>

2024-8-27

Inclusive education in Zimbabwe: An assessment of teachers' self‐efficacy and attitudes in Masvingo

2024-8-26

Pre‐service teachers' preparation for inclusive practices in Cambodia: Experience, self‐efficacy and concerns about inclusion

2024-8-20

School placement trajectories of students with special educational needs—A longitudinal analysis of administrative data

2024-8-18

Perceived social support and academic resilience as predictors of psychological distress and wellbeing among students with disabilities in the University of Education, Winneba

2024-8-13

How signature strengths develop positive interdependence and empowerment in an inclusive education context

2024-8-11

‘Where are <i>we</i> in this process’? Teachers' attitudes regarding the amendment to the special education law in Israel

2024-8-6

The impact of communication: A practical guide for teachers in fostering positive self‐concept in children with learning disability

2024-7-31

Special education eligibility trends and related factors: An analysis of the context in Ontario, Canada

2024-7-26

Dynamic testing of learning potential of children with moderate to severe intellectual disabilities: A Delphi study

2024-7-23

Experience matters in special educators' preparation in intervention planning for autistic students

2024-7-22

Unlocking the path: Exploring parental perception and coping strategies amidst special education challenges within mainstream educational settings in Israel

2024-7-17

Social referencing processes in inclusive classrooms—Relationships between teachers' attitudes, students' attitudes, social integration and classroom climate

2024-7-16

Non‐routine mathematical problems and the strategies used by gifted students: A case study

2024-7-12

Interviewing students with special needs: Developing ethical considerations and interviewing protocols

2024-7-11

Identifying Cambodian teachers' concerns about including students with disabilities in regular classrooms: Evidence from a nationwide survey

2024-7-4

Issue Information

2024-7-1

Development of special education in Jordan as a model: Reality and challenges

2024-6-30

Viewing inclusion through the lens of democracy—Conceptualizations and enactments in three early childhood educational settings

2024-6-28

Inclusive education: Voices from elementary school principals in the United States

2024-6-23

Empowering hearing‐impaired students: A mobile learning intervention in Israeli Arab elementary education

2024-6-20

Are you fun, funny and laughing? The friendships and social relationships of students with complex communication needs in and outside of special school settings

2024-6-19

Transition skills of youths with disabilities: The impact of individual characteristics, social support and self‐esteem

2024-6-16

‘What is the Problem Represented to Be’ in the educational policies relating to the social inclusion of learners with <scp>SEN</scp> in mainstream schools in England?

2024-6-14

Confirmatory factor analysis of the Teacher Efficacy for Inclusive Practices scale: A study of teachers in Bosnia and Herzegovina

2024-6-9

The power of ‘research conversations’ in analysing and interpreting the views and perspectives of children identified with SEND

2024-6-9

Retention of teachers in special education schools and special education classes: The importance of social support and psychological empowerment

2024-6-9

Exploring collaborative practices between teachers and speech and language therapists in inclusive education in Chile and the conditions that influence their development

2024-6-3

“We weren't listened to”: Practitioners views of navigating challenges and opportunities in special education settings through COVID‐19

2024-5-27

Feasibility and acceptability of a parent‐toddler programme to support the development of executive functions in children at elevated likelihood of autism or <scp>ADHD</scp>: Pilot findings

2024-5-27

Addressing social disparities in special education placement in three welfare states: Student demographic correlates of the share of students identified with special educational needs at the school level using TALIS data

2024-5-22

The violences of disability disclosure and the aberrant possibilities of the crip

2024-5-20

The research status of augmentative and alternative communication for children with special needs in mainland China: A bibliometric analysis

2024-5-15

Teaching middle school students with learning disabilities argumentative writing using <scp>SRSD</scp> with technology supports

2024-5-13

Dyslexia concealment in higher education: Exploring students' disclosure decisions in the face of <scp>UK</scp> universities' approach to dyslexia

2024-5-13

The complex ecologies of migrant children with special educational needs: Practitioner perspectives of information needs and implications for education

2024-5-13

Protective and risk factors at school level during the <scp>COVID</scp>‐19 pandemic: Perspective of primary school students with <scp>LD</scp> and <scp>ADHD</scp> from Croatia, Slovenia and Serbia

2024-5-13

Incidence of teacher reflection on the teacher's understanding of diversity and its role in the transition to inclusive education

2024-5-9

Inclusive education for refugee students from Ukraine—An exploration of differentiated instruction in German schools

2024-5-8

Examining teachers' perceived competence in implementing inclusive education practices in the United Arab Emirates

2024-5-2

When we came back the ball was just not rolling: Special needs educators' perspectives of improvisation through the COVID‐19 pandemic

2024-4-22

The digital citizenship of children with autism: Challenges, considerations and educational needs of paediatric practitioners

2024-4-22

Social and emotional competencies of students with special educational needs in inclusive education

2024-4-22

Inclusion of children with autism spectrum disorder in preschool: Investigation of adult–child interactions in two inclusive classes over one school year

2024-4-16