Special Issue "Evidence-Based Practices in Inclusive Education for Teachers"

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

Deadline for manuscript submissions: 20 June 2024 | Viewed by 447

Special Issue Editors

Department of Education, University of California, Santa Barbara, CA 93106, USA
Interests: child and family outcomes of early childhood services; teacher education and inclusive education; family-professional partnership; positive behavioral support in cultural context; evidence based practices for children with developmental disabilities
Institute of Education, University of Plymouth, Drake Circus, Plymouth, Devon PL4 8AA, UK
Interests: inclusive and special education; parental involvement in education; evidence-based practice; teacher education for special needs; educational psychology; bullying
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Special Issue Information

Dear Colleagues,

Inclusive education has become increasingly important in recent years, as schools strive to support the needs of all students, including those with diverse and exceptional learning needs. The goal of inclusive education is to create school and classroom systems that are welcoming, supportive, and accessible to all students, regardless of their abilities or disabilities. To achieve this goal, teachers must possess the knowledge and skills necessary to implement evidence-based practices (EBPs) in the classroom and other school settings.

EBPs are instructional strategies and interventions that effectively promote student learning and achievement. The use of EBPs in the classroom is essential, as it ensures that all students receive the high-quality instruction they need to succeed. This is especially important for students with disabilities, who may require specialized instruction and support to overcome learning challenges.

Despite the importance of EBPs in inclusive education, many teachers lack the training and support they need to successfully implement these practices in their classrooms. This Special Issue of Education Sciences aims to address this gap by providing teachers with the latest research on inclusive education and evidence-based practices. It will explore a wide range of topics, including the understanding of multi-tiered inclusive education support systems, the importance of implementing evidence-based practices in inclusive education, and the use of assistive technology to support inclusive education.

This Special Issue is an important resource for teachers, researchers, and policymakers who are committed to promoting inclusive education and improving student outcomes. By highlighting the latest research and best practices in inclusive education, this Special Issue will help to ensure that all students receive the high-quality instruction and support they need to succeed in school and beyond.

We are inviting original empirical research articles (employing qualitative, quantitative, or mixed design methods) and systematic review and/or meta-analyses that address the following topics (among others):

Understanding of diversity and inclusion in today’s classroom.

  1. Understanding of Evidence-Based Practices (EBPs) and their importance in education.
  2. Critically evaluating and applying educational research.
  3. Implementation of EBPs in the classroom, including goal setting and measuring outcomes.
  4. Use of data-based decision making to guide instruction and support student learning.
  5. Universal design for learning and use of assistive technology to support inclusive education.
  6. Evidence-based instructional practices and differentiated instruction.
  7. Positive behavior support and disciplinary practices.
  8. Collaboration with professionals and families to apply EBPs.
  9. Awareness of cultural competence and the importance of considering students' diverse backgrounds and needs.
  10. Ongoing professional development and continuous improvement in the use of EBPs in inclusive education.

We look forward to receiving your contributions.

Prof. Dr. Mian Wang
Prof. Dr. Garry Hornby
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 1400 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.


  • evidence based practices
  • inclusive education
  • teacher education
  • evidence-based instructional practices
  • implementation of EBPs

Published Papers

This special issue is now open for submission.
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