International Journal of Inclusive Education

The inclusive practices of classroom teachers: a scoping review and thematic analysis

‘SENitizing’ migrant children in inclusive settings: exploring the impact of the Salamanca Statement thinking in Italy and the United States

Mapping the evidence-based research on Ghana’s inclusive education to policy and practices: a scoping review

An amalgam of ideals – images of inclusion in the Salamanca Statement

Fractured academic identities: dyslexia, secondary education, self-esteem and school experiences

Teaching in inclusive schools. Do the demands of inclusive schools cause stress

Demand-oriented and fair allocation of special needs teacher resources for inclusive education – Assessment of a newly implemented funding model in North Rhine-Westphalia, Germany

Teacher assistants working with students with disability: the role of adaptability in enhancing their workplace wellbeing

Regular education teachers’ concerns on inclusive education in China from the perspective of concerns-based adoption model

Constructing and addressing differences in inclusive schooling – comparing cases from Germany, Norway and the United States

Being included – experiences of social participation of pupils with special education needs in mainstream schools

Social capital and self-crafting: comparing two case studies of first-in-family males navigating elite Australian universities

Preservice general educators using co-teaching models in math and science classrooms of an urban teacher residency programme: learning inclusive practices in teacher training

Understanding inclusion in teacher education – a view from student teachers in England

Integration policy in education and immigrant students’ patriotic pride in host countries: A cross-national analysis of 24 European countries

The challenges of geographical inclusive education in rural Bangladesh

Barriers and facilitators of using augmentative and alternative communication with students with multiple disabilities in inclusive education: special education teachers’ perspectives

Inclusive education reform in Kazakhstan: civil society activism from the bottom-up

Constraints to the implementation of inclusive teaching: a cultural historical activity theory approach

Perceived efficacy of teachers in Macao and their alacrity to engage with inclusive education

‘Who will fit in with whom?’ Inclusive education struggles for students with dis/abilities

Playing with or next to? The nuanced and complex play of children with impairments

Conditions of Syrian asylum seeker students in a Turkish university

Syrian voices: an exploration of the language learning needs and integration supports for adult Syrian refugees in Ireland

Homonormativity and Celebrating Diversity: Australian School Staff Involvement in Gay-Straight Alliances

The journey into motherhood and schooling: narratives of teenage mothers in the South African context

‘Towards a society of equals’: democracy, education, cooperation and the practice of radical inclusion1

Bhutanese teachers’ attitudes towards inclusive education

Pre-service and in-service teachers’ attitudes and self-efficacy beliefs with regards to inclusive education

Rights, inclusion and citizenship: a good news story about learning in the early years

Educational inclusion and belonging: a conceptual analysis and implications for practice

Exploring the implementation of lesson-level UDL principles through an observation protocol

No place like home? – Care and disability in the inclusive elementary classroom – A consideration of the Ethical Conundrums amidst disorienting intersubjective encounters

Inclusive education in West Africa: predictors of parental attitudes, knowledge and perceived social norms influencing inclusive practices in Ghana and Nigeria

Inclusive classrooms: making it work for peers of children with disability

Children’s play behaviour, cognitive skills and vocabulary in integrated early childhood special education groups

Where are they now? Flexi school graduates reflect on their experiences of alternative education

‘Becoming co-operative’ – challenges and insights: repositioning school engagement as a collective endeavour

Parental satisfaction with inclusion in physical education

A study of literacy teaching in state primary schools of Northern Cyprus: literally critical?

The roles of language and ethnocultural identity in integrating immigrant youth in southern Russia

Understanding the politics of inclusion, the ‘refugee’ and nation: analysis of public policies and teacher narratives in Iceland

Hospitality: welcoming the unknown student

Realising the educational rights of children with special and additional support needs: paradigm change or more of the same?

Staff perspectives on victimisation in multi-ethnic Chilean elementary schools

Exploring the role of perception of social justice in predicting attitudes toward inclusive education for students with disabilities: a formative investigation of a theory

Beyond the vulnerability paradigm: fostering inter-professional and multi-agency cooperation in refugee education in Italy