Abstract In Sweden, an underexplored educational practice involves pupils being placed outside the classroom to receive individual instruction while remaining formally enrolled in a regular class. Although widely used, this form of provision has received limited research attention. Drawing on a care‐ethical perspective, this study examines how 16 upper primary schoolteachers and special educators describe and reason about such arrangements. The analysis focuses on how the purpose of the instruction is understood and how its implications for pupils' relationships with classmates and teachers are articulated. The findings indicate a contrast between short‐term, knowledge‐oriented forms of instruction and more prolonged forms of separation motivated by social concerns. While the former were generally described as purposeful and limited in scope, the latter were associated with ambivalence and ethical unease. Across participants' accounts, decisions to remove pupils from the classroom were often shaped by efforts to avoid situations perceived as socially difficult. The findings suggest that individual instruction outside the classroom may function not only as a pedagogical support measure but also as a relational risk‐management strategy . While often framed as care, prolonged separation may reproduce social vulnerability by protecting pupils from participation itself.
People with disabilities face many barriers in education, business and employment. Although previous studies have identified several personal and entrepreneurial traits as important competencies, limited research has examined how these traits support individuals with different disabilities in becoming entrepreneurs. This study investigates whether people with visual, hearing and physical disabilities perceive these traits similarly and whether their attitudes towards risk-taking, ambiguity, achievement motivation and proactive decision-making vary by disability type. This quantitative study used a survey questionnaire administered to prospective entrepreneurs with disabilities in colleges, universities and business settings in Oman. Of the 100 responses collected, 90 were included in the analysis, with equal representation of participants with visual, hearing and physical impairments. The seven traits-risk-taking, innovativeness, self-control, motivation, self-efficacy, tolerance of ambiguity and proactive decision-making-were found to be important, but they do not alone explain entrepreneurial intention. Responses varied notably by disability type, suggesting that the development of these traits is influenced by the nature of the disability. These findings indicate that educational and training programmes should be tailored to improve their effectiveness. The findings show that the development of entrepreneurial capabilities depends largely on the type and nature of disability. Educational and training programmes should therefore adapt their objectives, teaching methods and assessment approaches to address the needs associated with different disabilities.
Abstract Pupils in non‐mainstream settings, including special schools and alternative provision, are rarely included in large‐scale school‐based mental health surveys. As a result, the needs and experiences of children with special educational needs and disabilities (SEND) are often absent from population‐level data. This study assessed the feasibility of delivering an adapted school‐based mental health survey in non‐mainstream settings, provided an initial snapshot of pupils' mental health and wellbeing and explored whether adult support during survey completion influenced responses. A shortened, accessibility adapted version of the OxWell Student Survey, including audiovisual read‐aloud support and flexible administration, was completed by 296 pupils aged 8–18 across 15 non‐mainstream schools in England. Descriptive analyses summarised school experience, bullying, loneliness, mental health, self‐harm and support pathways. Exploratory comparisons examined differences between pupils who completed the survey independently and those who received adult support. Many pupils reported enjoying school and having friends, yet high levels of emotional distress were also observed. Half reported feeling sad or empty at least sometimes, 45% reported loneliness, 34% reported being bullied in the past year and 25% disclosed self‐harm in the previous 12 months. Most pupils (66%) completed the survey independently. Those receiving adult support more often selected non‐disclosure options (e.g. ‘prefer not to say’) and emotional distress less often, suggesting that adult presence may shape how sensitive information is disclosed. This study shows that, with appropriate adaptations, many pupils with SEND, who are typically excluded from large‐scale surveys, can meaningfully report on their mental health and school experiences. These perspectives are essential because without accessible monitoring tools, the emotional needs of pupils in non‐mainstream settings tend to be assessed informally or inconsistently, which limits the support that schools and services can provide. Developing inclusive, co‐designed and multi‐informant approaches will be crucial for improving the educational and health outcomes of pupils with SEND.
Children and young people with Down syndrome (DS) exhibit distinct speech and language profiles and are frequently referred to speech and language therapy (SALT) services. These may lack specialised DS knowledge, potentially bridged with a SALT assessment by DS specialists. However, these assessments are not universally available, and this study aimed to explore the perspectives of parents and carers who underwent such an assessment; specifically, their motivation, perception of the outcomes and the broader impact. A mixed-methods study was conducted with 35 parents and carers completing an online questionnaire. Challenges with SALT provision and DS-specific knowledge of local services were reported as motivating factors in seeking a specialist assessment, often conveying the personal toll and cost of obtaining these. Participants reported that the assessment facilitated their understanding of the child's SALT needs, reflecting empowerment. Positive outcomes post-assessment were reported, reflected in the significant difference between satisfaction levels with the Education, Health and Care Plan. However, difficulties in translating the recommendations into practical support were raised. Future studies should include the perspectives of professionals involved to provide a more comprehensive picture of the role and impact of specialist assessments.
Children with multiple disabilities often encounter significant barriers to participating in physical activity, impacting not only their physical health but also their overall experience in school. This study places the voices of four children at the centre of their own research, exploring their lived experiences of participating in physical activity in school. Using the Mosaic approach, this child-centred participatory study shows how children take part and engage with physical activity as part of their school day. Using videos and photography, child-led tours and ethically sensitive conversations with researchers, children shared a range of opportunities for enjoyment, exploration and interactions with others as well as challenges such as restricted access and limited equipment. Their narratives highlight the urgent need for inclusive practices to be informed by children and young people with physical and cognitive impairments. This study contributes to the growing body of research advocating for children's voice in education and health and offers key insights for education and health practitioners aiming to promote inclusive, health-supportive physical activity opportunities for all learners.
This paper summarises the findings of a research project at a British university exploring autistic students studying modern foreign languages (MFL). The project investigates the experiences, motivations, learning strategies and preferences of autistic MFL learners in a Higher Education context to better understand how MFL classroom pedagogy can be designed more inclusively. This interdisciplinary study combines pedagogic, clinical linguistic and anthropological perspectives. This study, which is based on the analysis of semi-structured interviews and focus groups, suggests that specific types of language classroom settings, activities and linguistic content disadvantage autistic learners. While autistic students appreciated approaches that supported their individual learning preferences, certain routine aspects of established MFL pedagogy-such as spontaneous improvisation in a target language-increased anxiety and led to declared non-attendance. Drawing on these findings, we provide recommendations to prevent or mitigate their impact. A concise bulleted guidance on autism-friendly language teaching for the reference of MFL educators is available from DCAD (2025), https://dcad-resourcebank.webspace.durham.ac.uk/2025/05/12/autism-inclusive-teaching-of-foreign-languages-in-higher-education/.
Dyslexia is a common specific learning difficulty that can affect academic performance and students' educational experiences. Despite its prevalence in primary education, delays in identification are still reported, sometimes associated with educators' misconceptions and limited knowledge about the condition. Understanding educators' beliefs and knowledge may help inform the design of professional training programs, particularly in non-English-speaking contexts such as Spain, where research on this topic remains limited. The present study examined Spanish educators' knowledge of dyslexia, focusing on scientific understanding, misconceptions, and potential differences among professional groups, including speech-language pathologists (SLPs), therapeutic specialists and primary school teachers. It also explored the relationships between training, confidence, professional experience and exposure to students with dyslexia and overall knowledge scores. A total of 163 Spanish educators (47 speech-language pathologists, 78 therapeutic specialists and 38 primary school teachers) completed the Dyslexia Knowledge Questionnaire-2 (DKQ-2), which assesses respondents' endorsement of statements consistent with expert knowledge about dyslexia. The results indicated a mixed pattern of understanding. Misconceptions were most frequently observed in items related to treatment (62.6%), followed by origin/prevalence (36.8%), characteristics (14%) and diagnosis (12.9%). Knowledge related to identification appeared comparatively stronger, although some uncertainty remained regarding linguistic aspects and oral language comprehension. Primary school teachers tended to show lower knowledge scores than speech-language pathologists and therapeutic specialists. Total knowledge scores were positively associated with training, confidence, experience and exposure to dyslexia cases, although only the amount of training emerged as a significant predictor in the regression analysis. These findings suggest that professional preparation related to dyslexia may play an important role in educators' knowledge of the condition. Strengthening evidence-informed professional development opportunities may help address misconceptions and support educators in responding to the needs of students with dyslexia.
Dyslexia affects an estimated 7%-10% of children and can have a profound and lasting impact on literacy, academic attainment and wellbeing. In Northern Ireland, provision for children with dyslexia remains inconsistent, characterised by variation in identification procedures, delays in assessment and uneven support across schools. A Whole School Approach (WSA) offers a strategic and sustainable model for embedding dyslexia-inclusive practice across all aspects of school life. This study aimed to achieve expert consensus on the essential components of a WSA to support primary school children with dyslexia. A modified two-round Delphi design was employed with 40 international experts, including educational psychologists, SENCos, specialist teachers, researchers and policymakers. Round 1 comprised 60 items across seven domains (development, components, leadership, parental involvement, training, progress assessment and barriers). Round 2 refined 11 items based on feedback. Quantitative data were analysed using descriptive statistics and interquartile ranges, while qualitative feedback was analysed thematically. Consensus was defined as >= 70% agreement. Results indicated strong cross-professional agreement across all domains, particularly development, training and inclusion. Divergence was observed in opinions regarding online professional development and the involvement of external facilitators. The findings provide a robust, expert-informed foundation for developing a consensus-informed Whole School Approach Logic Model intended to guide coherent dyslexia-inclusive practice within primary education.
Centres for Creative Occupation for People with Disabilities (KDAP-AMEA) are disability-specific after-school structures in Greece operating within the broader framework of inclusive education and the United Nations Convention on the Rights of Persons with Disabilities (CRPD). Grounded in rights-based principles that emphasise participation, agency, and equal access, this qualitative study explores how special educators working in KDAP-AMEA conceptualise and enact inclusive pedagogy, the challenges they encounter, and the structural conditions shaping their practice. Semi-structured interviews were conducted with 12 educators across multiple regions and analysed thematically. Findings indicate that educators frame inclusion primarily as meaningful participation, relational belonging, and the cultivation of agency through collaborative and experiential practices. Participants reported enhanced peer interaction, communication, confidence, and socio-emotional development among children. At the same time, structural barriers-including funding instability, employment precarity, limited accessibility, and fragmented professional development-constrain the sustainability of inclusive practices. The study contributes to debates on disability-specific provision by suggesting that KDAP-AMEA may function as bridging spaces within broader inclusive ecosystems, provided that they are embedded in coherent rights-based and policy-supported frameworks.
The framework proposed in this paper was developed as part of a research project which sought the perspectives of parents on the educational experiences of their children with Down syndrome. The narrative research involved unstructured interviews with ten parents of children and young people with Down syndrome, in England. Interview transcripts were analysed using reflexive thematic analysis. Findings were interpreted in the light of previous research and theoretical perspectives which affirm human variation and unbounded views of competence. The resulting framework illustrates the interconnectedness of systemic and cultural change and suggests that a multifaceted approach is necessary to achieve a consistently positive and inclusive educational experience for children with Down syndrome. Key areas are identified in which practitioners can make changes which will contribute to developing inclusive practice. It is argued that fundamental to sustainable change are presumptions of belonging and competence in addition to a professional willingness to learn. The data also highlighted the importance of change which transcends the education system, to promote a societal recognition of intrinsic human worth.
This qualitative study explores the lived experiences of Arab special education (SPED) teachers in Israel who support the inclusion of students with learning disabilities in mainstream classrooms. Drawing on in-depth semi-structured interviews with ten SPED teachers, the study examines challenges related to professional preparation, instructional practice and systemic support within culturally and structurally complex educational contexts. The findings indicate a persistent gap between theoretical knowledge acquired in academic training and the practical competencies required in inclusive classrooms. Participants described feelings of professional unpreparedness, limited access to applicable instructional tools and a need for more sustained experiential learning opportunities. In addition, teachers emphasized the importance of structured professional guidance, mentorship and collaboration with general education teachers, school leadership and parents. Participants also reported that limited resources, insufficient support staff and restricted time for individualized planning constrain their ability to implement inclusive practices effectively. Furthermore, the narratives highlight the role of cultural sensitivity within the Arab education system, where social stigma and limited awareness regarding learning disabilities continue to shape teachers' work. Rather than offering causal conclusions, the study provides context-specific insights into how Arab SPED teachers perceive and navigate the demands of inclusive education. The findings suggest that integrated training models, ongoing professional support and collaborative learning environments may contribute to strengthening teachers' sense of self-efficacy and professional confidence in inclusive settings.
As the numbers of autistic children attending school in Ireland increases, there is a growing reliance on specialised provision. Individual Education Plans (IEPs) are considered fundamental to this type of educational provision. However, emerging evidence from the Irish context reveals substantial shortcomings in the IEP process. Of particular note is the necessity for significant improvements around aligning educational goals with the actual strengths and needs of autistic children. Therefore, situated within the context of increasing autism class provision and the importance of parental input in the IEP goal-setting process, our co-produced research set out to survey the educational priorities of parents of autistic children in Ireland. In total, 48 parents completed the survey. Findings supported a curricular approach whereby functional skills, social inclusion and self-determination are integrated with academic priorities. Strong parental opposition to goals such as improving eye contact and reducing stimming behaviours was also evident. Therefore, among this cohort of parents, there was a definite shift away from educational planning that focuses on remedying deficits and a movement towards a process that embraces individuality and autistic well-being. These findings are discussed in the context of providing guidance for teachers, who are supporting autistic students, and the role that Initial Teacher Education and Continuous Professional Development can play in this process.
The first signs of autism often become evident as early as before a child's first birthday, and very early intervention is key to securing optimal outcomes. In the present study, two mother-child dyads participated, with mothers being trained in behavioural strategies targeting socio-communicative behaviours in their children, who were high-probability siblings of an older child diagnosed with autism spectrum disorder. Both mothers demonstrated increased use of naturalistic behavioural strategies and excellent indices of maintenance and generalisation upon the conclusion of training. Children's progress was measured in imitation, respondent joint attention and speaker behaviour, showing promising results in areas of significant concern at intake. Mothers' satisfaction was assessed using a social validity questionnaire, and measures of children's assent were collected, supporting the intervention as feasible and enjoyable for both dyads.
This study analyses how inclusion is addressed in initial teacher training of pre-service physical education teachers in Chile, exploring the tools provided to address the diversity of students. The perceptions and experiences of programme directors and faculty from four Physical Education teaching programs were examined using a qualitative approach and a case study design, with interviews (26) and focus groups (4) as the primary data collection methods. The results identify three key dimensions for effective inclusive teacher training. The ecological dimension addresses interactions among educational system stakeholders; the human dimension focuses on the attitudes, values and competencies required of pre-service teachers; and the practical dimension emphasizes concrete experiences in diverse contexts. Furthermore, the importance of initial and continuous training is highlighted, considering the unique characteristics of the subject area and encouraging continuous professional development in inclusion. In conclusion, academics perceive inclusion as a fundamental human right that promotes equal opportunities and the active participation of all students; therefore, it is necessary to reinforce initial teacher training programmes with a focus on the integration of early practices that allow the development of skills for inclusion and the need for supervised support for physical education teachers in training. A call is made to review systemic coherence and redesign curricula to align all courses towards the authentic inclusion of diversity within the current educational system.
This study examines the perspectives of parents whose children participate in inclusive classrooms alongside peers with special educational needs (SEN) in Turkiye . Drawing on Bronfenbrenner's Bioecological Systems Theory, this study explores parents' perspectives on inclusive education and the multiple contextual factors shaping inclusive practices. Data were collected through semi-structured interviews with 21 parents, and thematic analysis identified the following five interconnected themes corresponding to the ecological system levels: (i) conditional and fragile engagement, (ii) inconsistent inclusive practices, (iii) lack of transparent communication, (iv) sympathy constrained by personal boundaries and (v) positive attitudinal shifts over time. The findings indicate that parents generally have a limited understanding of inclusive education, which is conceptualised as a dynamic and context-dependent process shaped by multiple interacting systems. This study contributes to the literature by offering an ecologically informed, empirically grounded analysis of how parents in Turkiye understand and engage with inclusive education, providing a nuanced perspective in a context where inclusion policies are still evolving.
This study investigated the relationship between spirituality and academic performance for pupils with special educational needs and disabilities (SEND) in primary schools in England. OFSTED provided the statistics on spiritual development of 480,309 pupils in 1668 primary schools in England. These data were analysed with measures of academic performance from the Department for Education's Key Stage 2 - Progress Results (2019). Three regression models determined the extent to which spirituality could predict academic performance. Five educator participants were then interviewed and answered 10 open-ended questions in relation to spirituality and academic performance. These results identified spirituality as a positive predictor of academic performance. The findings support spiritually cultivated components of learning that function to increase academic performance. It is suggested that spirituality can increase the academic performance of some pupils with SEND, though its impact may depend on factors such as type and severity of need, as well as parental and teacher involvement.
