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:
- Inclusion in Educational Settings with the Support of Artificial Intelligence (Deadline: 30 November 2024)
- Cultivating Inclusive Classrooms: Practices in Special Education (Deadline: 30 November 2024)
- Innovative Approaches to Support the Learning and Behavior of Students with Emotional and Behavioral Disabilities (Deadline: 1 December 2024)
- Critical Issues and Practices in Gifted Education (Deadline: 10 December 2024)
- Special and Inclusive Education: Challenges, Policy and Practice (Deadline: 10 January 2025)
- Intervention Programming and Assessment Practices That Promote Students’ Skills (Deadline: 15 January 2025)
- Innovative Practices for Students with Learning Disabilities (Deadline: 31 January 2025)
- Teachers and Teaching in Inclusive Education (Deadline: 20 February 2025)
- Assessment and Evaluation in Special and Inclusive Education (Deadline: 28 February 2025)
- Breaking Barriers: Improving Learning Outcomes for Students with Social, Emotional, and Behavioral Difficulties (Deadline: 30 April 2025)
- Students with Special Educational Needs in Reading and Writing (Deadline: 31 May 2025)
- Effective Policies and Practices in Inclusive Preschool and Primary Education (Deadline: 30 June 2025)
- Supporting Education Attainment and Inclusion for Twice-Exceptional Students (Deadline: 1 August 2025)
- Conceptual Understanding in Mathematics: Focusing on Students with Learning Disabilities or Difficulties (Deadline: 15 August 2025)
- Barriers to Learning and Participation in Educational Settings: Lights and Shadows towards Inclusive Education (Deadline: 31 October 2025)
