Abstract Early identification and intervention for children with special educational needs (SEN) are vital for their educational success and development. This study explores the experiences of teachers and parents about early identification and intervention for children with SEN in the Cape Coast Metropolis using a qualitative approach. Findings reveal challenges such as limited access to assessment centres, financial constraints and insufficient teacher training, while opportunities include teacher observation techniques, parental awareness and community engagement. Additionally, inadequate resources, placement difficulties and limited training hinder early intervention; yet individualised learning support and collaboration offer solutions. The study highlights the need for increased investment in assessment centres, teacher training and policy reforms while emphasising the importance of collaboration among educators, healthcare professionals and policymakers for inclusive education.
Abstract The relationship between Special Educational Needs and Disabilities (SEND) case officers and parents/carers is central to the effective implementation of inclusive education policy, yet it is often characterised by tension, mistrust and conflicting expectations. By critically reflecting on whether SEND case officers and parents/carers function as allies working towards shared outcomes for children and young people, or as adversaries positioned within structurally oppositional roles, we can begin to address the areas of tension. Drawing on practitioner reflection, policy analysis and existing literature on collaborative practice, power dynamics and advocacy within statutory assessment processes, we can explore how systemic pressures, such as resource constraints, legislative frameworks and accountability measures, shape interactions and perceptions on both sides. This critical discussion highlights the tensions illustrated in the literature and uses theoretical frameworks as a useful lens to understand the SEND case officer role. Reframing the relationship from compliance‐driven negotiation to co‐produced partnership is essential for improving outcomes for children and young people with SEND, particularly considering the Schools White Paper (2026) and the associated SEND reforms. This decade‐long implementation process requires careful consideration of the role that SEND case officers play, and how they interact with parents/carers during the process.
SEND Champions play an increasingly important role in supporting inclusive practice by acting as intermediaries between policy, professional learning and classroom implementation. While much research has explored inclusive pedagogy and teacher professional development, limited attention has been given to the specific experiences and support needs of SEND Champions, particularly within international and decentralised educational contexts. This practitioner research study explores how SEND Champions can be better supported in their roles and professional development in order to strengthen inclusive practice for learners with Special Educational Needs and Disabilities (SEND). Using a mixed-methods survey distributed across an international SEND network, the study investigates their role demands, professional development experiences and the types of support most frequently sought by teachers. Findings indicate that SEND Champions face challenges related to time allocation, confidence in supporting neurodivergent learners and inconsistent systems for recording and reviewing SEND support. The study highlights the value of structured professional development and focused Communities of Practice (CoPs) as mechanisms for building confidence, consistency and a shared understanding across diverse educational settings. The article concludes by discussing implications for schools, leaders and SEND networks, emphasising the importance of role clarity, practical professional learning and collaborative structures to support SEND Champions as agents of inclusive change.
This multi-temporal qualitative case study investigates how secondary school students with dyslexia understand and navigate their educational experiences and relationships in mainstream settings. Grounded in socio-cultural and bio-psycho-social perspectives and analysed through cultural-historical activity theory, the study explores how interactions among teachers, students and classroom tools shape inclusive practice. Eighteen participants-secondary students, university students reflecting on prior schooling and educators-took part in semi-structured interviews and focus groups. Thematic analysis identified three overarching categories: structures, relationships and identity, with the current article focusing on relational experiences. Findings indicate that teacher understanding of dyslexia is central to students' sense of inclusion, confidence and academic engagement. Supportive relationships promoted coping, self-advocacy and participation. The study highlights the need for improved dyslexia-specific teacher training and relationally informed pedagogy. This lack of awareness can result in student disengagement, reduced self-esteem and emotional distress.
This paper revisits 'Towards Inclusion: An Australian Perspective', published nearly two decades ago in Support for Learning. It offers a literature-engaged, practice-informed analysis of inclusive education in Australia. Drawing on sustained leadership experience across school, national, and international contexts, the paper concludes that inclusion is best understood as ongoing system work rather than a completed 'reform'. It examines leadership of inclusion, systems coherence, teacher expertise and professional learning, and a long-standing school-based model of inclusive practice that demonstrates how specialist and mainstream expertise can operate collaboratively to enhance outcomes for learners. The paper positions the model as inclusion in action, offering a concrete example of how coherence can be co-constructed within a federated education system.
Nonspeaking children often face significant barriers to communication and inclusion in education. Intensive Interaction (II) is a relational, child-led approach that supports early communication and social engagement through responsive, enjoyable, non-goal-oriented interactions. Drawing on semi-structured interviews with five education practitioners, this qualitative study examines how II is implemented, the challenges practitioners face and its perceived impact on nonspeaking children. Reflexive Thematic Analysis generated four themes: (1) Following Children's Lead: The Art of Attuned Interaction, (2) Relational Foundations for Communication and Learning, (3) Supportive Ethos and Practice Normalise Vulnerability and Promote Professional Development and (4) Reframing the Meaning of Progress. Practitioners described II as an emotionally attuned process grounded in close observation and trust. Reported impacts included increased engagement, emotional regulation and deeper relational connection. Challenges included staffing pressures, institutional constraints and emotional vulnerability. Effective implementation depended on whole-school cultures that legitimised relational work and fostered a supportive, collaborative ethos among staff. Rather than prioritising measurable outcomes, practitioners reframed progress in terms of reciprocity, emotional presence and relational depth. This research contributes to neuroaffirmative, child-centred approaches in special education, positioning II as both a communicative method and an ethical stance affirming the dignity and agency of nonspeaking children.
This paper provided new theoretical insight into the pertinent benefits and limitations of applying the UK Equality Act (2010) in relation to dyslexia. The analysis captures a dichotomy in framing and interpreting dyslexia. Moreover, if dyslexia is conceptualised as a disability, access to legal protection, reasonable adjustments, and educational provision can be sought. However, by aligning dyslexia in this way, as a medical or educational need, this catalyses ableist narratives. In the wake of this, concepts of normalisation and standardised ways of operating can fortify structural hierarchies of normativity. Moreover, the paradox of disability classification impacts self-efficacy; how individuals negotiate whether or not to disclose they have dyslexia. In the final analysis, this paper argued for clearer policy guidance and effective support without reinforcing stigma or marginalisation.
The professional development (PD) of special education teachers (SETs) in Pakistan is crucial for ensuring special education and addressing the diverse learning needs of students with disabilities. While global research highlights the effectiveness of disability-specific modules, practical workshops and sustained mentoring, Pakistan continues to face systemic challenges, including insufficient resources, limited specialised training opportunities, weak career advancement pathways and minimal cross-cultural exposure. This study aimed to assess the challenges in PD programmes for SETs and to identify future needs for improvement. A mixed-methods convergent parallel design was employed, combining quantitative and qualitative approaches. Data were collected through a validated structured questionnaire administered to 390 SETs across Punjab (Cronbach's alpha = 0.974) and through semi-structured interviews with 20 stakeholders, continued until data saturation was achieved, including trainers, institutional heads and programme directors, selected using multistage sampling. The findings revealed significant systemic gaps, such as the predominance of generic rather than disability-specific training content, the lack of practical applications and follow-up support and barriers to equitable access, particularly for teachers in peripheral areas. Teachers and stakeholders consistently emphasised the need for hands-on workshops, specialised strategies personalised to different disabilities and contextually relevant training materials. The study recommends the development of needs-based PD programmes that include disability-specific modules, certified trainers and hybrid delivery models. Aligning national PD reforms with the Convention on the Rights of Persons with Disabilities (CRPD) and Sustainable Development Goal 4 (SDG 4) is essential for ensuring equity, inclusivity and sustainability in Pakistan's special education system.
Children's books are powerful educational tools that play a significant role in shaping values, attitudes and social understanding from an early age. Storybooks that address neurodiversity help children recognise differences as natural and acceptable while supporting the development of empathy and social acceptance. This study aims to examine the effects of storybooks used in inclusive preschool settings on neurotypical children's attitudes toward their neurodivergent peers and on how these books represent neurodiversity. A mixed-methods approach, combining qualitative (document analysis and teacher interview) and quantitative (pre-test and post-test) data collection methods, has been used. The study involved 10 neurotypical children, one neurodivergent child and one preschool teacher, who were selected through purposive sampling. Data collection tools include a storybook analysis form, attitude scales and a teacher interview form. Findings suggest that storybooks featuring neurodiversity may contribute to more positive attitudes among neurotypical preschoolers toward their peers with neurodivergent development. While these initial results are promising, further research with larger samples and longer follow-ups is needed to confirm the effectiveness and generalisability of the findings. This study seeks to highlight the role of storybooks in promoting social development and fostering inclusive, neurodiversity-aware learning environments.
Inclusive education policies increasingly emphasise equitable learning opportunities for pupils with special educational needs and disabilities (SEND). At the same time, gamification has gained growing attention as a pedagogical approach intended to enhance learner engagement in language education. However, relatively little is known about how gamified learning environments function for learners with SEND. This review maps emerging evidence and identifies key gaps in research on gamification in SEND language learning contexts. A structured literature search was conducted across Scopus, Education Resources Information Center (ERIC) and Google Scholar, covering peer-reviewed publications published between 2015 and 2025. Study selection followed PRISMA-informed procedures, and four studies met the inclusion criteria and were analysed using a narrative synthesis approach. The findings provide preliminary evidence that gamified learning environments may support learner engagement, vocabulary development and aspects of reading performance. However, the evidence base remains limited and heterogeneous. In some cases, structured non-gamified instruction demonstrated stronger outcomes for foundational language skills such as phonological processing. Overall, gamification shows potential as a complementary approach within inclusive language education. Its effectiveness, however, appears to depend on careful pedagogical integration and alignment with evidence-based instructional practices. Further research is required to examine its impact across diverse SEND populations and educational contexts.
Inclusion within mainstream education is widely promoted with optimism, yet its enactment frequently falls short of its intent. While many schools adopt differentiated instruction to support diverse learners, such approaches can become superficial, focusing on cosmetic adjustments rather than deep, systemic change. This article critically examines the gap between superficial differentiation and purposeful, meaningful inclusion in school settings. Drawing on theoretical foundations such as Universal Design for Learning and Vygotsky's Sociocultural Theory, the article argues that inclusion must move beyond technical accommodations to embrace a holistic approach that values student identity, agency and authentic participation. It highlights common practices that inadvertently reinforce exclusion under the guise of inclusion, including over-reliance on generic accommodations and reactive interventions. The discussion identifies key principles underpinning meaningful inclusion, including collaborative planning, responsive curricula and leadership that prioritises equity and shared responsibility, while also examining persistent challenges such as limited professional learning, systemic inertia and fragmented understandings of inclusion. While not presenting the full framework in detail, the article introduces a proposed Inclusive Support Framework (ISF) as a structured, practice-informed response to this challenge. These insights aim to support educators, Special Education Needs Coordinator (SENCO) and school leaders in developing more intentional and sustainable inclusive practices, contributing to learning environments where all students are not only present but genuinely engaged and valued.
This article presents the findings from a qualitative study of Educational Psychologists' (EPs') experiences of implementing Hear My Story, a multi-sensory data collection tool, developed to support children with special educational needs and disabilities (SEND) with communicating their lived experiences of education. Building upon phase 1 of this project, this second-phase study explores the ways in which a group of EPs based in Northeast England facilitated, explored, and shared children's stories to support their experiences across education and health. The data analysed in this study were gathered via a focus group method, conducted after practitioners piloted the approach across mainstream and specialist settings. Thematic analysis generated four interrelated themes: (1) authenticity, enjoyment and emotional value; (2) facilitation and professional judgement; (3) accessibility; and (4) opportunities for embedding stories in practice. The findings indicate that Hear My Story provides a mechanism for surfacing nuanced insights into children's school experiences, and indeed, their experiences outside of school that influence their access to education. The article discusses implications for inclusive practice, including the potential to bridge the gap between education and health, ensuring meaningful sharing of the stories so that pupil voice has tangible influence on educational decision making and everyday provision.
There is growing recognition of the visual learning needs of children with profound and multiple learning disabilities (PMLD). Dedicated training in visual impairment is lacking in teaching curricula. A literacy programme designed for PMLD children has been demonstrated to show benefits for this group of learners. The aim of this study was to understand the impact of the programme on teachers' confidence, understanding and practice when delivering visual learning for children with complex needs. An interview-based qualitative study was undertaken with educators who have experience with the literacy programme. Data were analysed using thematic analysis. The results demonstrated that teachers themselves experience joy at the impact they are observing in pupils; they describe a deeper understanding of the visual needs of individuals and how to adapt the environment to extend this beyond the duration of the show. Programme users also express an improvement in confidence in how to produce accessible and inclusive materials and the courage to share this with peers to widen the knowledge base. An accessible literacy programme can demonstrate broader benefits beyond being a teaching tool-it may model inclusive techniques that educators adopt beyond the show. We have demonstrated how it fosters inclusive, affective engagement and promotes professional agency, inclusive pedagogy and observational learning for teachers. For professionals working with students with complex needs, feeling acknowledged and resourced matters.
The purpose of the current research was to investigate teachers' knowledge, skills and perceptions about summer learning loss in students with Special Educational Needs and Disorders (SEND). The research employed a cross-sectional survey model to investigate teachers' perceptions about summer learning loss in these students. It recruited teachers (n = 251) working in K-12 schools in the central region of Turkey. The research used a self-administrated online data collection instrument within the survey methodology. The analysis was conducted on the dataset, utilising the frequencies (f) and percentages (%) to derive meaningful insights. The results suggested that teachers are aware of the main difficulties and challenges they encounter regarding learning loss amongst students with SEND during the summer months. However, most of them agree that they have limited knowledge about summer learning loss in those students.
This study examines the experiences of Scheduled Caste (SC) and Scheduled Tribe (ST) students with disabilities in government schools in Kolkata, India, exploring how the intersection of caste and disability influences access to inclusive education. Using qualitative methods, including classroom observations and interviews with students, teachers and community members, the research highlights a spectrum of practices and conditions. It identifies promising inclusive strategies such as peer support, teacher sensitivity and informal differentiation, while also drawing attention to persistent challenges, including large class sizes, limited teacher preparation and caste-related social dynamics. The children's voices offer insight into the emotional and relational aspects of school life, revealing moments of belonging as well as subtle exclusions. The study advocates for intersectionally informed teacher development, stronger community-school linkages and culturally responsive approaches that can be adapted to low-resource settings. Implications are offered for educators, school leaders and policymakers working toward equitable and inclusive education.
This paper explores the role of English as a linguistic barrier in the education and therapy of children in the early years with autism in Bangalore, South India, a region marked by rich multilingualism. Despite the linguistic diversity of its population, most special education and therapeutic interventions in Bangalore are delivered primarily in English. Drawing on over a decade of field experience from practitioner journals, parental narratives and case reflections, this study uses a narrative inquiry methodology to highlight the ways in which English-only environments limit access, understanding and emotional engagement for these children. It further identifies how mothers, who are often primary caregivers, struggle to engage in therapeutic processes due to limited English proficiency, leading to decreased continuity and effectiveness of intervention at home. Findings point to the systemic exclusion that occurs when English is the default medium in inclusive education and therapy, often misinterpreting language-related confusion or distress as behavioural issues. This paper calls for a redefinition of inclusion that embraces linguistic diversity and recommends multilingual therapy models, culturally responsive teaching and the integration of regional languages in training. The paper concludes that inclusion cannot be achieved without first speaking the language of the child, both literally and metaphorically.
This study explored the experiences of student teachers with visual impairment during teaching practice (internship) in Colleges of Education in Ghana. Grounded in the social model of disability, it examined the nature of support provided by colleges, schools of practice, mentors and peers, as well as the challenges encountered. A phenomenological design was adopted, involving eight Level 400 student teachers with visual impairment from three Colleges of Education. Data were collected through semi-structured interviews and analysed thematically. Findings revealed that although institutional structures such as orientation and supervision exist, they are largely generic and insufficiently responsive to disability-specific needs. Support from mentors and schools was inconsistent, while peer support emerged as a critical yet informal mechanism facilitating mobility, lesson preparation and instructional delivery. Participants experienced significant challenges, including physical inaccessibility, limited assistive resources, inadequate mentoring and negative attitudes from some learners and teachers. The study concludes that teaching practice remains inadequately inclusive and recommends disability-responsive frameworks, enhanced mentor training, provision of assistive technologies and improved infrastructure to support equitable teacher preparation.
Despite protections under India's Rights of Persons with Disabilities (RPwD) Act (2016) and the UN Convention on the Rights of Persons with Disabilities (CRPD), adults with intellectual and developmental disabilities (IDD) continue to face barriers to sexual autonomy and inclusive learning. Although UNCRPD Article 24 mandates inclusive education at all levels, sexuality education for individuals with IDD remains marginal within school curricula, transition planning and adult education systems. Using a mixed-perspective qualitative design, this study draws on surveys from 85 professionals, caregivers and advocates, alongside interviews with 24 self-advocates in urban Mumbai. Thematic analysis identified structural, institutional and caregiver-mediated barriers alongside themes reflecting self-advocate agency. Findings highlight curriculum gaps, cultural stigma and policy ambiguity across school-to-adult transitions and community learning contexts. We call for a rights-based sexuality education framework spanning school and adult education, supported by educator training, caregiver engagement and policy reform to strengthen autonomy and inclusive participation.
We studied what kind of support needs student teachers have in higher education. A total of 769 student teachers responded to a questionnaire in 2018 and 2022, and 90 of them specified their support needs during their higher education. The most common needs were related to pedagogical and psychological accessibility: students hoped for versatile teaching methods and encouragement from teachers. The results indicate that teacher education should focus on accessibility and support to ensure that all students receive the support they need and are included.
