Cultivating Inclusive Classrooms: Practices in Special Education
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Special and Inclusive Education".
Deadline for manuscript submissions: 30 June 2024 | Viewed by 2118
Special Issue Editors
Interests: inclusive education
Special Issue Information
Dear Colleagues:
A socio-ecological approach to implementing inclusive practices in special education classrooms should be embraced. Thus, acknowledging and incorporating contextual factors, as well as the inter-relational aspects between contexts, are quintessential in attaining successful learning for students in special education. This is important in order to prevent a predominant medical deficit model where an individual and specialised intervention approach is primarily employed to remedy the deficit within the child. It seems from global research reports that the medical model is still preferred and applied in most special education environments. Such an approach can result in stereotyping and “othering” a child with a disability. Without disregarding the importance of individual and specialised support, it is essential to acknowledge that all children come to school from diverse home and community contexts, as well as with their own vulnerabilities, characteristics and socio-cultural identities. Moreover, integral to a socio-ecological approach is value-driven inclusive practices built on access, equality, rights, participation, respect for diversity, acceptance, tolerance, non-violence, trust and compassion.
The aim of this Special Issue is to gather recent and high-quality research reports on a socio-ecological approach towards inclusive teaching and learning practices in special education. Papers may report on original research and systematic reviews. Submissions addressing the following themes are welcomed: advances in the development of theoretical frameworks, inclusive pedagogy, whole-school approaches, enhancing inclusive values and support strategies.
Prof. Dr. Mirna Nel
Prof. Dr. Juan Bornman
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 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
- socio-ecological approach
- context interrelationship
- value-driven
- characteristics
- socio-cultural identities
- inclusive pedagogy
- whole-school approaches
- support strategies
- successful learning
