Inclusive education is an elusive concept. Across the globe, debates continue to explore how we define inclusive and special education, how we can achieve inclusion and why there is a disconnect between inclusive education policies and practice. A key point of concern is how systems and schools can adapt in response to increased diversity among students and there is growing interest in how best to include all students within socially just systems of education. Studies focus on the extent to which students from traditionally marginalised groups are excluded from education through system and school level structures and processes. These discussions, however, tend to be siloed by themes of disadvantage and much of the empirical work is presented in specific areas of Special Educational Needs and Disability (SEND), socio-economic disadvantage, language and culture, gender and sexuality and ethnicity with little discussion around intersectionality. Despite the growing interest in inclusive education internationally, there is a clear need to identify common themes in how education systems can and should include students from marginalised groups in mainstream education.
This Research Topic will bring together researchers from many countries who have expertise in the education of students who experience exclusion and alienation in their education systems. While the majority of contributors will focus on the topic of SEND and inclusive education, others will examine intersectionality between special education and other areas of disadvantage such as socio-economic disadvantage, gender and sexuality, language and culture and ethnicity. Each of these topics will be framed within the broader literature on SEND and inclusion. A specific aspect of this publication will focus on the extent to which institutional, instructional and interpersonal practices (Montero-Sieberth, 2005) can influence the inclusion (and exclusion) of young people who experience barriers to learning. By examining these elements of policy and regulation, curriculum and pedagogy and the school culture and relationships, it will provide important insights into the challenges of creating inclusive education systems.
All papers must be research based and present data from well-structured research projects. The focus of the edition will be diversity and inclusion for students who are marginalised in education and these must be presented in any papers that are submitted. It will be important to discuss the nature of the marginalisation experienced by the individuals/groups within the study within the context of broader discussions around SEND and inclusive education policy and practice. The context of the study should be provided along with the findings and recommendations for how the study group might be better included in education.
Inclusive education is an elusive concept. Across the globe, debates continue to explore how we define inclusive and special education, how we can achieve inclusion and why there is a disconnect between inclusive education policies and practice. A key point of concern is how systems and schools can adapt in response to increased diversity among students and there is growing interest in how best to include all students within socially just systems of education. Studies focus on the extent to which students from traditionally marginalised groups are excluded from education through system and school level structures and processes. These discussions, however, tend to be siloed by themes of disadvantage and much of the empirical work is presented in specific areas of Special Educational Needs and Disability (SEND), socio-economic disadvantage, language and culture, gender and sexuality and ethnicity with little discussion around intersectionality. Despite the growing interest in inclusive education internationally, there is a clear need to identify common themes in how education systems can and should include students from marginalised groups in mainstream education.
This Research Topic will bring together researchers from many countries who have expertise in the education of students who experience exclusion and alienation in their education systems. While the majority of contributors will focus on the topic of SEND and inclusive education, others will examine intersectionality between special education and other areas of disadvantage such as socio-economic disadvantage, gender and sexuality, language and culture and ethnicity. Each of these topics will be framed within the broader literature on SEND and inclusion. A specific aspect of this publication will focus on the extent to which institutional, instructional and interpersonal practices (Montero-Sieberth, 2005) can influence the inclusion (and exclusion) of young people who experience barriers to learning. By examining these elements of policy and regulation, curriculum and pedagogy and the school culture and relationships, it will provide important insights into the challenges of creating inclusive education systems.
All papers must be research based and present data from well-structured research projects. The focus of the edition will be diversity and inclusion for students who are marginalised in education and these must be presented in any papers that are submitted. It will be important to discuss the nature of the marginalisation experienced by the individuals/groups within the study within the context of broader discussions around SEND and inclusive education policy and practice. The context of the study should be provided along with the findings and recommendations for how the study group might be better included in education.
