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Education Sciences
Special Issues
Teachers and Teaching in Inclusive Education
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Teachers and Teaching in Inclusive Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Special and Inclusive Education".

Deadline for manuscript submissions: 30 June 2025 | Viewed by 24282

Special Issue Editors

Dr. Ahmed Bawa Kuyini

E-Mail Website
Guest Editor
Faculty of Education, The British University in Dubai, Dubai 345015, United Arab Emirates
Interests: inclusive education; educational psychology; educational policy; supporting students with additional learning needs; social work/inclusion around marginalised groups
Dr. Maxwel Peprah Opoku

E-Mail Website
Guest Editor
Department of Special Education, United Arab Emirates University, Al Ain 15551, United Arab Emirates
Interests: inclusive education; special education; disability studies
Dr. Ajay Kumar Das

E-Mail Website
Guest Editor
Special Education, SUNY Empire State University, Saratoga Springs, NY 12866, USA
Interests: special education; teacher preparation; co-teaching; EdTPA special education
Dr. William Nketsia

E-Mail Website
Guest Editor
School of Education, Western Sydney University, Sydney, NSW 2000, Australia
Interests: disability Issues; inclusion; initial teacher education; special education; teaching practice; teaching and learning methods

Special Issue Information

Dear Colleagues,

The aim and scope of this Special Issue is to provide its readership with current research evidence on the implementation of inclusive education in different countries, including those from the Global South, whose practices are less highlighted in the academic literature.

Current research shows that policy, resources, and practice differences have begun to emerge from Asian, African, and Latin American countries, alongside Australia, the USA, and European countries. However, teachers’ experiences of inclusive classrooms and their unique responses, particularly how instructional practices enable better outcomes, are yet to be fully captured. This Special Issue will aim to illuminate the diverse practices in these contexts and how they lead to accountability of processes and outcomes for students in inclusive classrooms.

We aim to include papers derived from primary data, literature reviews, and conceptual ideas on the initiation and implementation of inclusive education in schools and classrooms.

Overarching Theme: policy formulation, teaching practices, and accountability in inclusive education

Sub-themes:

  • Inclusive policy formulation and the resourcing of inclusive schools;
  • Accountability in inclusive policies and practice;
  • School-level practices that lead to policy and standards-driven accountability;
  • Teacher preparation for diverse needs and accountable practice;
  • Teachers’ experiences with adapting instruction;
  • Teaching practices and the adequacy of adaptive instructional practices that lead to accountability in student learning outcomes;
  • The challenges with achieving optimal educational outcomes for all students;
  • Support services for students and teachers.

Dr. Ahmed Bawa Kuyini
Dr. Maxwel Peprah Opoku
Dr. Ajay Kumar Das
Dr. William Nketsia
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • inclusive education in diverse contexts
  • policy formulation
  • accountability in inclusive education
  • teachers’ experiences
  • instructional practices and accountability
  • adapting instruction for inclusion
  • support services

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  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • e-Book format: Special Issues with more than 10 articles can be published as dedicated e-books, ensuring wide and rapid dissemination.

Further information on MDPI's Special Issue policies can be found here.

Published Papers (7 papers)

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Research

17 pages, 646 KiB  
Article
Integrating Practice and Theory in Teacher Education: Enhancing Pre-Service Self-Efficacy for Inclusive Education
by Michael Fairbrother, Jacqueline Specht, Jessica Delorey, Jess Whitley, Linda Ismailos and Mélissa Villella
Educ. Sci. 2025, 15(4), 497; https://doi.org/10.3390/educsci15040497 - 16 Apr 2025
Viewed by 171
Abstract
Inclusive education demands that children worldwide have access to education alongside their peers in their neighborhood schools and within regular classrooms. Understanding experiences that contribute to pre-service teachers’ self-efficacy is important as it influences their readiness to enact inclusive strategies effectively. This study [...] Read more.
Inclusive education demands that children worldwide have access to education alongside their peers in their neighborhood schools and within regular classrooms. Understanding experiences that contribute to pre-service teachers’ self-efficacy is important as it influences their readiness to enact inclusive strategies effectively. This study involved 69 pre-service teachers from Canadian faculties of education in mixed-methods research using Group Concept Mapping. The analysis identified five clusters of experiences; a repeated measures ANOVA revealed that ‘Applying Knowledge’ and ‘Collaborating with Colleagues’ comprised the most important experiences for contributing to pre-service teachers’ self-efficacy for inclusive practices, while ‘Community Support’ and ‘Experiences with Diverse Student Needs’ were significantly more important than ‘Professional Development’. By aligning these clusters with Bandura’s sources of self-efficacy, this study highlights the importance of mastery experiences and supportive interactions. These findings suggest that teacher education programs that focus on and enhance practical experiences and interpersonal supports will connect to and better prepare pre-service teachers for inclusive education. Full article
(This article belongs to the Special Issue Teachers and Teaching in Inclusive Education)
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18 pages, 693 KiB  
Article
How Classroom Climate, Student Problem Behaviors, and Collective Teacher Efficacy Relate to SWPBIS Implementation Fidelity in 23 Swedish Schools
by Martin Karlberg
Educ. Sci. 2025, 15(4), 400; https://doi.org/10.3390/educsci15040400 - 22 Mar 2025
Viewed by 266
Abstract
This study explores factors influencing the implementation fidelity of the School-Wide Positive Behavior Interventions and Supports (SWPBIS) program, adapted as Inclusive Behavioral Support in Schools (IBIS) in Sweden. The objective was to investigate how classroom climate, student problem behaviors, and collective teacher efficacy [...] Read more.
This study explores factors influencing the implementation fidelity of the School-Wide Positive Behavior Interventions and Supports (SWPBIS) program, adapted as Inclusive Behavioral Support in Schools (IBIS) in Sweden. The objective was to investigate how classroom climate, student problem behaviors, and collective teacher efficacy relate to the program’s implementation fidelity across 23 Swedish schools. A total of 653 school personnel participated, completing surveys on classroom climate, problem behaviors, and collective efficacy. The Benchmark of Quality (BoQ) was used to assess implementation fidelity after seven months. Chi-square analyses revealed no significant association between program fidelity and student problem behaviors at either the classroom or school level. Similarly, no significant relationship was found with collective teacher efficacy. Interestingly, a significant association emerged between poor classroom climate at baseline and higher implementation fidelity, suggesting that schools facing greater challenges may engage more rigorously with the program to address pressing issues. These findings underscore the complexity of implementation processes and highlight the importance of contextual factors, particularly classroom climate, in influencing the successful adoption of evidence-based interventions in educational settings. These findings provide valuable insights for educators and policymakers, emphasizing the need to consider classroom climate when implementing evidence-based interventions like SWPBIS, ultimately supporting more effective and sustainable positive behavior programs in schools. Full article
(This article belongs to the Special Issue Teachers and Teaching in Inclusive Education)
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13 pages, 554 KiB  
Article
‘We’ve Kind of Become More Professional’: Swedish Teaching Teams Enhance Skills with Participation Model for Inclusive Education
by Kattis Edström and Sara Cervantes
Educ. Sci. 2025, 15(2), 226; https://doi.org/10.3390/educsci15020226 - 13 Feb 2025
Viewed by 573
Abstract
In this study, two teaching teams’ implementations of a conceptual model to support inclusive education were investigated. Focus group discussions with the teaching teams were conducted and the theory of organizational and occupational professionalism was used in the analysis. The result shows that [...] Read more.
In this study, two teaching teams’ implementations of a conceptual model to support inclusive education were investigated. Focus group discussions with the teaching teams were conducted and the theory of organizational and occupational professionalism was used in the analysis. The result shows that it is possible to expand a teaching team’s professional skills by developing a common professional language and accessing vocabulary that supports their understanding of the multifaceted concepts of participation and inclusive education. To carry this out, teaching teams need both organizational professionalism, such as a supportive organization and time to meet, and occupational professionalism, such as meetings where they can discuss and reflect together and gain autonomy. The combination of lack of occupational professionalism and a strong organizational professionalism seems to limit the possibilities for professional development. Full article
(This article belongs to the Special Issue Teachers and Teaching in Inclusive Education)
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17 pages, 263 KiB  
Article
What Are Priorities and Didactic Choices of Teachers at Schools for Swedish Students with Intellectual Disability?—A Study of Teacher-Initiated Professional Development in a Swedish Context
by Anna-Lena Andersson, Nina Klang and Daniel Östlund
Educ. Sci. 2025, 15(2), 122; https://doi.org/10.3390/educsci15020122 - 22 Jan 2025
Viewed by 958
Abstract
This article presents findings from an ongoing project focused on teaching in Schools for Students with Intellectual Disabilities (SSIDs) in Sweden. Methodologically, the project employs professional development circles as a collaborative working method, aiming to bridge the gap between research and practice by [...] Read more.
This article presents findings from an ongoing project focused on teaching in Schools for Students with Intellectual Disabilities (SSIDs) in Sweden. Methodologically, the project employs professional development circles as a collaborative working method, aiming to bridge the gap between research and practice by facilitating dialog between teachers and researchers. Through qualitative content analysis of data collected from these circles, the study delves into professionals’ instructional priorities and didactic choices, offering insights into how teachers adapt instruction to meet students’ diverse needs and prerequisites. By fostering knowledge exchange and shared knowledge production, the project aims to support school development and enhance teacher professionalism in SSIDs. Full article
(This article belongs to the Special Issue Teachers and Teaching in Inclusive Education)
17 pages, 1661 KiB  
Article
Elementary Teachers’ Experiences of Implementing Culturally Responsive and Inclusive Education in New York State
by Grace Pai
Educ. Sci. 2025, 15(1), 89; https://doi.org/10.3390/educsci15010089 - 15 Jan 2025
Viewed by 1553
Abstract
Many states in the United States have adopted culturally responsive sustaining education (CRSE) as a pedagogical framework to promote inclusive education and positive student outcomes for all students, including those from marginalized groups. Yet there is a paucity of knowledge on teachers’ attitudes [...] Read more.
Many states in the United States have adopted culturally responsive sustaining education (CRSE) as a pedagogical framework to promote inclusive education and positive student outcomes for all students, including those from marginalized groups. Yet there is a paucity of knowledge on teachers’ attitudes towards and experiences of implementing these initiatives. This study draws on survey data to explore how urban and rural/suburban elementary school teachers across the state of New York understand and implement the state’s CRSE framework. Results show that although CRSE is not necessarily a top priority of many schools across the state, teachers generally have positive perceptions of CRSE and have been accountable in taking concrete steps towards implementing inclusive curriculum. However, they can benefit from more school- and district-level support. Lastly, teachers in rural/suburban districts outside of NYC reported significantly lower rates of school-wide buy-in into CRSE. These findings support the development of school- or districtwide professional learning opportunities to build understanding of the state’s framework and ways to collaboratively translate CRSE values into inclusive teaching. Full article
(This article belongs to the Special Issue Teachers and Teaching in Inclusive Education)
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16 pages, 279 KiB  
Article
Discrimination of the Gypsy Population in the University Environment
by Jesús María Aparicio-Gervás, Miguel Ángel Carbonero-Martín, Lorena Valdivieso-León and Raquel Vázquez-Ramil
Educ. Sci. 2025, 15(1), 16; https://doi.org/10.3390/educsci15010016 - 26 Dec 2024
Viewed by 767
Abstract
The Roma population is one of the most discriminated social groups. Ignorance of their culture, traditions, etc. generates prejudices and stereotypes that hinder the processes of intercultural coexistence. The aim is to make the Roma people visible and to intervene in the university [...] Read more.
The Roma population is one of the most discriminated social groups. Ignorance of their culture, traditions, etc. generates prejudices and stereotypes that hinder the processes of intercultural coexistence. The aim is to make the Roma people visible and to intervene in the university population, promoting intercultural and inclusive learning spaces to reduce behaviors that generate inequalities. Students from the University of Valladolid were involved, 1255 students in particular, distributed in control and experimental groups. The instrument consists of 40 closed questions and one open-ended. A quantitative analysis was carried out in the anti-Gypsy attitudes categories with t-tests. Item to item differences were not significant in categories A, B and C, but there were differences in D between the experimental and the control groups, which confirms important trends in the target population. Prejudices towards the Roma population continue to exist. University students who receive training have fewer prejudices than students who do not, although other variables can influence the process. Of the students, 72.2% are disturbed by the same negative behaviors, regardless of the ethnic group, and half of them are disturbed by behaviors based on prejudices. It is confirmed the need for preventive interventions to avoid the establishment of erroneous beliefs about the Roma community. Full article
(This article belongs to the Special Issue Teachers and Teaching in Inclusive Education)
27 pages, 1741 KiB  
Article
Overcoming Challenges and Promoting Positive Education in Inclusive Schools: A Multi-Country Study
by Angel Deroncele-Acosta and Althia Ellis
Educ. Sci. 2024, 14(11), 1169; https://doi.org/10.3390/educsci14111169 - 27 Oct 2024
Cited by 3 | Viewed by 18882
Abstract
Inclusive education faces significant challenges requiring deep understanding and comprehensive solutions. This study aims to establish a holistic framework for understanding the challenges in inclusive education, the core mission of inclusive schools, and the essential qualities of teachers. The methodology employed was qualitative, [...] Read more.
Inclusive education faces significant challenges requiring deep understanding and comprehensive solutions. This study aims to establish a holistic framework for understanding the challenges in inclusive education, the core mission of inclusive schools, and the essential qualities of teachers. The methodology employed was qualitative, using the grounded theory method. A total of 59 experts from 13 countries participated in this study. Semi-structured asynchronous virtual interviews were conducted and analyzed using ATLAS.ti software (version 8). The results identified eight persistent challenges to inclusive education. In addition, positive education was highlighted as the fundamental core of inclusive schools, with emphasis on the development of learning, well-being, engagement, resilience, motivation, mental health, affective and social outcomes, creativity, and happiness. Finally, the integral profile of the inclusive teacher was defined based on a four-dimensional model. This groundbreaking study introduces a novel comprehensive framework that revolutionizes our understanding of the enduring challenges in inclusive education. Elucidating the core mission of inclusive schools and defining the essential qualities of inclusive teachers offers transformative insights. This study’s implications, future perspectives, and limitations provide a wealth of valuable information for policymakers, educators, and researchers, paving the way for innovative approaches and enhanced inclusive educational practices. Full article
(This article belongs to the Special Issue Teachers and Teaching in Inclusive Education)
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