Special and Inclusive Education
A section of Education Sciences (ISSN 2227-7102).
Section Information
In recent years, the topics of special education and inclusive education for individuals with special educational needs and disabilities (SEND) have become more contentious. The controversy has been heightened by attacks on special education suggesting that it is no longer needed and that its continuation perpetuates injustice. The promotion of the development of inclusive education alone, encompassing all students without exception (i.e., full inclusion, without any education outside the general education classroom), has been heightened by article 24 of the United Nations’ Convention on the Rights of Persons with Disabilities (CRPD). Article 24 of the CRPD, specific to education, does not define inclusion, and makes no mention at all of special education.
This section welcomes manuscripts on a variety of topics about special education and inclusive education. It recognizes the importance of inclusion of students with SEND to the maximum extent possible, so long as the special needs of students are met. It recognizes that the quality of instruction is more important than the place of instruction and does not assume that placement in any setting or environment necessarily ensures appropriate instruction. Thus, manuscripts describing successful inclusion are welcome, as well as those describing successful special education in alternative, non-general education environments.
Original, empirical studies are welcome, as are research reviews and papers addressing important conceptual or theoretical issues. Manuscripts simply describing services or programs, without in some way investigating or evaluating them, are not appropriate.Keywords
- administration
- counseling
- early childhood
- intervention (strategies, programs, service delivery)
- legislation
- litigation
- measurement and evaluation
- mental health
- parents and families
- professional training and standards
- psychological development
- rehabilitation
- remediation
- theory
Editorial Board
Special Issues
Following special issues within this section are currently open for submissions:
- Global Special and Inclusive Education: Current Issues and Ways Forward (Deadline: 30 June 2023)
- Inclusive Education and Differentiated Instruction: An Ongoing Challenge (Deadline: 30 June 2023)
- A Whole Education Approach: Implications for Inclusive Education Provision for Students with Additional Educational Needs (Deadline: 31 July 2023)
- Technology as a Tool for Inclusive Education (Deadline: 31 July 2023)
- Educating Deaf Students in the 21st Century: A Changed and Changing Context (Deadline: 31 August 2023)
- Innovative Approaches to Enhance Inclusive Education (Deadline: 31 August 2023)
- Inclusive Education: International Policy and Practice (Deadline: 1 September 2023)
- Educational Leadership for/as Inclusion, Diversity and Equality (Deadline: 30 September 2023)
- Advances in Inclusive Autism Research and Practice: Co-produced Understandings of Inclusion and Educational Support (Deadline: 30 September 2023)
- Innovative Practices for Students with Learning Disabilities (Deadline: 30 October 2023)
- Niceness, Leadership and Educational Equity (Deadline: 30 December 2023)
- aRise: Beyond the Marginal Eclipse of Equity and Inclusion (Deadline: 30 December 2023)
- Digital Technology for Students with Learning Disabilities (Deadline: 15 February 2024)
- Inclusive Education Experiences and Intersections of Identity (Deadline: 30 April 2024)
