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Education Sciences
Special Issues
Inclusive Education Experiences and Intersections of Identity
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Inclusive Education Experiences and Intersections of Identity

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

Deadline for manuscript submissions: closed (30 June 2024) | Viewed by 8235

Special Issue Editors

Dr. Rhonda Bondie

E-Mail Website
Guest Editor
Special Education, School of Education, Hunter College, New York, NY 10065, USA
Interests: inclusion; teacher education; teacher preparation; learning disabilities; immersive technologies; differentiated instruction; individualized instruction; culturally responsive pedagogy; personalized learning; co-teaching and collaboration
Dr. Khalya Hopkins

E-Mail Website
Guest Editor
Specialized Student Support Lead, NYC-Department of Education, District 4, 333 7th Avenue, New York, NY 10001, USA
Interests: race and disability; culturally responsive pedagogy; specially designed instruction; leadership practice; teacher practice; co-teaching models and strategies; disability critical race theory (DisCrit)
Claire Harvey

E-Mail Website
Guest Editor Assistant
Inclusion Consultant and Expert Adviser, London, UK
Interests: inclusive leadership; bias and impact; inclusive cultures; culturally responsive curriculums; leadership practice

Special Issue Information

Dear Colleagues,

This Special Issue focuses on research that examines educational inclusion experiences, intersections of dis/ability, race, gender, ethnicity, and cultural heritage, evidence-based practices, and policies. By highlighting a broad range of perspectives and experiences with inclusive education, the issue explores how communities move from managing or talking about diversity to practicing inclusion. Research exploring all aspects that build inclusive education and highlight people’s experiences may be considered for this issue including: portraits of persons experiencing inclusion, family experiences at home and at school, assessment tools and practices for inclusive learning communities, use of evidenced-practiced practices, high leverage teaching practices, culturally responsive teaching and inclusion, collaboration and co-teaching, preparation and ongoing professional learning, leadership, policies, technologies, curriculum, architecture, after school and community programs, advocacy, and workplace. Researcher teams including individuals with neurodiversity, and/or differences in race, gender, ethnic, and cultural heritage and practitioners are encouraged to submit articles. In this Special Issue, original research articles, portraits of individuals written by and/or with persons with dis/abilities, and reviews are welcome.

This Special Issue brings together research that centers personal experiences with inclusive education and highlights transformation in learning communities from isolated performative actions (e.g., a professional development workshop) to practicing inclusion. This issue models learning from and with people with neurodiversity and intersections of dis/ability, race, ethnicity, gender, and culture in our communities as the fuel that propels and nurtures inclusive education. The issue will advance research “with and by” versus “on” persons with dis/abilities and recognize the complex intersections of identity and culture and inclusion. Taken together, this Special Issue will further knowledge of evidence-based practices and policies necessary to create inclusive community cultures and educational experiences that enable all to fully participate as well as feel valued and visible.

We look forward to receiving your contributions.

Dr. Rhonda Bondie
Dr. Khalya Hopkins
Guest Editors

Claire Harvey
Guest Editor Assistant

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 1800 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.

Keywords

  • inclusion
  • special education
  • individualized instruction
  • teacher education
  • race
  • intersectionality
  • evidence-based practices
  • gender
  • culture
  • policy

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Further information on MDPI's Special Issue polices can be found here.

Published Papers (3 papers)

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Research

14 pages, 546 KiB  
Article
Inclusive Education Virtual Professional Development: School-Based Professionals’ Knowledge of Best Practices
by Cristin Montalbano, Julie Lang, James C. Coviello, Jessica A. McQueston, Joseph A. Hogan, Jenelle Nissley-Tsiopinis, Francesca Ciotoli and Fred Buglione
Educ. Sci. 2024, 14(9), 1030; https://doi.org/10.3390/educsci14091030 - 20 Sep 2024
Viewed by 1976
Abstract
This study investigated the effectiveness of a five-session virtual professional development program designed to increase the knowledge of inclusive education practices among school-based professionals from 26 schools on a topic of their choice. Participants, including administrators, general and special education teachers, child study [...] Read more.
This study investigated the effectiveness of a five-session virtual professional development program designed to increase the knowledge of inclusive education practices among school-based professionals from 26 schools on a topic of their choice. Participants, including administrators, general and special education teachers, child study team members (i.e., school psychologists, school counselors, and social workers), and others, demonstrated statistically significant increases in content knowledge on Accommodations and Modifications, Universal Design for Learning (UDL), Co-teaching, and Differentiation, as measured by pre- and post-assessments. Utilizing multilevel modeling and dependent samples t-tests, the results confirm the usefulness of virtual professional development in building knowledge of inclusive education practices. The findings provide empirical support for virtual training and offer insights into best practices for delivering professional development in inclusive education, suggesting future research should investigate the long-term impacts on classroom practices and student outcomes. Full article
(This article belongs to the Special Issue Inclusive Education Experiences and Intersections of Identity)
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14 pages, 239 KiB  
Article
Non-Formal Education for the Inclusion of Unaccompanied Migrant Children in Italy
by Catia Fierli, Carla Roverselli and Eva Olmedo-Moreno
Educ. Sci. 2024, 14(7), 781; https://doi.org/10.3390/educsci14070781 - 17 Jul 2024
Cited by 1 | Viewed by 1197
Abstract
The number of unaccompanied migrant children (UMC) that landed in Italy on a daily basis was 14,044 in 2022 and 18,820 in 2023 (as stated by the Italian Ministry of Interior). This research study examines Law 47/2017, which implements the United Nations Convention [...] Read more.
The number of unaccompanied migrant children (UMC) that landed in Italy on a daily basis was 14,044 in 2022 and 18,820 in 2023 (as stated by the Italian Ministry of Interior). This research study examines Law 47/2017, which implements the United Nations Convention on the Rights of the Child (UNCRC). It ponders inclusive educational models other than formal learning by investigating non-formal education (NFE) that takes place outside formal learning settings, although in synergy with them, for personal and vocational fulfilment. By way of example, a particularly original case study on school children newly arrived in Italy from Ukraine in 2022 is reported herein. Thirty interviews were held in Italy for three years, from 2021 to 2023, with the people in charge of unaccompanied migrant children to investigate the integration actions implemented as well as the use of NFE. Novel data from the education and employment sectors were collected to fill some pre-existing gaps in the literature. The focus group conducted in 2023 with twelve volunteer tutors highlighted data and conclusions that can be cross-checked and generalised on the use of effective operating tools to identify European pathways to peace and democracy, which may be useful in forging new solidarity patterns. Full article
(This article belongs to the Special Issue Inclusive Education Experiences and Intersections of Identity)
18 pages, 1377 KiB  
Article
Research and Reality: A Survey of Educators’ Perceptions about Evidence-Based Practices in Inclusive Settings for Students with Intellectual Disabilities
by Diane Casale-Giannola, Lauren Delisio, Lisa Sardo and Kara Kline
Educ. Sci. 2023, 13(6), 558; https://doi.org/10.3390/educsci13060558 - 29 May 2023
Cited by 3 | Viewed by 4085
Abstract
As the world focuses on the acceptance and inclusion of diverse individuals often referring to race, ethnicity, gender, and sexual orientation, this study focuses on the culture and identity of individuals with intellectual disabilities who are educated in an inclusive setting. Although there [...] Read more.
As the world focuses on the acceptance and inclusion of diverse individuals often referring to race, ethnicity, gender, and sexual orientation, this study focuses on the culture and identity of individuals with intellectual disabilities who are educated in an inclusive setting. Although there are currently more students with disabilities who are included in the general education classroom as compared to 20 years ago, the number of students with more severe disabilities, including intellectual disabilities (ID), lag behind those with mild to moderate disabilities. This survey study examined both why and how to best educate students with ID in the American inclusive classroom. This study, including Likert-style and open-ended questions, was administered amongst practicing educators in order to determine their perceptions of the most prominent evidence-based practices (EBPs) related to supporting students with ID. Participants were asked to rate these EBPs in terms of their usefulness and effectiveness in the classroom for students with ID. The results of this study indicate that educators are regularly implementing EBPs, such as visual supports and behavior modifications. Overall, educators feel more confident in their ability to include students with intellectual disabilities in the general education classroom, and share their perspectives about this experience. Full article
(This article belongs to the Special Issue Inclusive Education Experiences and Intersections of Identity)
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