European Journal of Inclusive Education

European Journal of Inclusive Education https://tidsskrift.dk/ejie The European Journal of Inclusive Education is the official journal of the Inclusive Education Network, founded in 1996 and affiliated to the <a href="https://eera-ecer.de" target="_blank" rel="noopener">EERA European Educational Research Association</a>. The European Journal of Inclusive Education provides an open-access forum for the exploration of issues associated with inclusive education across the age-range. Its focus is international and multi-disciplinary. It seeks studies that explore the ways in which our education systems impact upon the experience of a broad range of learners. We are interested in articles that are relevant to a wide audience and that contribute to discussions within the pages of this journal. We encourage studies approaching learners from a diversity perspective (rather than categorical view of learners). Finally, we aim to favour interdisciplinary and intersectional connections with research on diversity in education and, more broadly, in the social sciences area. Scope The journal is interested in promoting critical analysis of policy and practice that has relevance to a global audience. Since policy and practice of inclusive education are context-dependent, we are also interested in locally situated studies of inclusive education, which could be conceptually and/or methodologically generalisable. Each issue will primarily include research reports, but will also include theoretical contributions and methodological discussions. We also welcome creative and imaginative ways to explore and represent issues of inclusion. We will consider studies across a broad range of topics, including pedagogy, curriculum, assessment, policy, organisational processes, educational experiences and relationships. Peer Review Policy All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees. Publication costs Publishing in EJIE requires no article processing charges (APC) or other publication fees (e.g. article submission charges). Publishing is free of costs. Publication frequency Issues (online): bi-annually (January, July). Why publishing on the European Journal of Inclusive Education? EJIE is - open-access; - peer-reviewed; - initiated and run by representatives of the research community; - non-profit; - open for multidisciplinary perspectives on inclusive education. The European Journal of Inclusive Education is the official journal of the Inclusive Education Network affiliated to the EERA European Educational Research Association en-US European Journal of Inclusive Education 2794-4417 This journal is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a> (<a href="http://creativecommons.org/licenses/by-nc-nd/3.0/legalcode">full legal code</a>). Greek Primary School Teachers' Attitudes and Perceptions towards Inclusive Education, Self-efficacy, Intention and Individual Innovativeness: An Investigation of Their Relationship https://tidsskrift.dk/ejie/article/view/147955 PURPOSE: To investigate Greek primary school teachers' attitudes and perceptions towards inclusive education, their self-efficacy, intention, and individual innovativeness, as well as the causal relationship among these factors. METHODS: The survey is quantitative and it involves 150 primary school teachers using convenience sampling. The self-report questionnaire included questions about the teachers' demographic, their nature of work, and the characteristics of their professionalism, in addition to utilising four separate scales with the purpose of measuring the teachers' attitudes and perceptions of inclusion, their intention to teach in inclusive classrooms, their perceived self-efficacy in managing inclusion, and their individual innovativeness. RESULTS: The analyses reveal that school teachers express positive attitudes towards inclusive education, their self-efficacy, their intention to teach in inclusive classrooms, and their individual innovativeness. Teachers' self-efficacy is influenced by their work experience in inclusive classes and by their potential training in inclusion issues. Correlations were found between the variables, and similarly, path analysis showed both linear and non-linear effects --namely, self-efficacy strengthens attitudes towards inclusion and intention while through these two mediator variables their individual innovativeness is also shown to be influenced. CONCLUSION: Self-efficacy as a personal resource has a linear and non-linear relationship with attitudes towards inclusive education and the intention to teach in inclusive classrooms, and it seems that positive attitudes also activate their individual innovativeness, thus their search for new practices. Therefore, intention seems to pose great influence on self-efficacy. Efstathios Xafakos Konstantinos Malafantis Copyright (c) 2025 Efstathios Xafakos, Konstantinos Malafantis https://creativecommons.org/licenses/by/4.0 2025-06-11 2025-06-11 4 1 36 51 10.7146/ejie.v4i1.147955 Accessibility barriers in teaching and research: A survey in Switzerland https://tidsskrift.dk/ejie/article/view/149703 Persons with disabilities are underrepresented in higher education. Although some research has investigated the situation of students with disabilities, relatively little attention has been paid to the experiences of teachers and researchers. To gain a broader understanding of the barriers faced by this target group, interviews were conducted with teachers and researchers at higher education institutions across Switzerland. The responses were transcribed, and the identified barriers were clustered into 6 wider categories. Respondents reported a range of barriers including social, financial, and physical aspects. The implications of these findings for higher education institutions are discussed. Alireza Darvishy Arbnora Aliu Olga Meier-Popa Rolf Sethe Copyright (c) 2025 Alireza Darvishy, Arbnora Aliu, Olga Meier-Popa, Rolf Sethe https://creativecommons.org/licenses/by/4.0 2025-06-11 2025-06-11 4 1 70 83 10.7146/ejie.v4i1.149703 Inclusion in Higher Education: A Research Project on Views of Knowledge, Inclusion and Authentic Learning Situations https://tidsskrift.dk/ejie/article/view/151445 This article presents findings from a research project on inclusion in higher education, where people with disabilities participated in a teaching module on the bachelor’s degree in social pedagogy at Rudolf Steiner University College (RSUC). This action research project targets the lack of higher education for people with disabilities. This is done by exploring new teaching methods in real life learning situations in higher education. The project challenges the prevailing view of knowledge as an expression of intrinsic values. By examining the synergy effect between diverse student groups and didactic innovation, the opportunity for authentic learning situations has arisen. This can prove to be an effective way of preventing the so-called “praxis shock” in higher education, while at the same time giving new social groups the opportunity to participate in and co-shape higher education. The research project is based on an epistemological renegotiation and re-anchoring, with a focus on artistic and experience-based teaching methods as a basis for conceptualization and reflection. Josefin Winther Copyright (c) 2025 Josefin Winther https://creativecommons.org/licenses/by/4.0 2025-06-11 2025-06-11 4 1 52 69 10.7146/ejie.v4i1.151445 Preparedness of Bhutanese Higher Education Institutions for Inclusive Education: An Exploratory Study https://tidsskrift.dk/ejie/article/view/149699 This study explored the preparedness of Higher Education Institutions (HEIs) in Bhutan for inclusive education, focusing on current culture, practices, and policies related to inclusion. Using an explanatory sequential mixed-methods approach guided by pragmatism, the study employed stratified random sampling to select participants, including academics, support staff, and students from nine constituent colleges and two affiliated colleges of the Royal University of Bhutan (RUB), as well as stakeholders and parents. Findings were analysed across six themes: understanding of inclusive education, perceptions of student inclusion, institutional policies, infrastructure, and academic preparedness. The study revealed that HEIs in Bhutan are insufficiently prepared for the inclusion of students with disabilities, with inadequate infrastructure and physical environments. Although the 2010 Tertiary Education Policy includes provisions for inclusion, it lacks specific guidelines on admission, pedagogy, and infrastructure. The study recommends developing guidelines for students with disabilities in HEIs, reviewing admission criteria, fostering collaboration between Royal University of Bhutan and the Ministry of Education and Skills Development (MoESD), enhancing faculty training, building accessible facilities, and conducting advocacy programs to promote greater inclusivity. Keywords: Preparedness, equality, inclusive policies, inclusive culture, inclusive infrastructures, higher educational institutions. Ramesh Kumar Chhetri Copyright (c) 2025 Ramesh Kumar Chhetri https://creativecommons.org/licenses/by/4.0 2025-02-22 2025-02-22 4 1 1 19 10.7146/ejie.v4i1.149699 Educational Hospitality at the Intersection of Forced Migration and Disability: Listening to the Voices of Ukrainian Refugee Children with Disabilities living in Germany https://tidsskrift.dk/ejie/article/view/149584 CONTEXT: As the global population of forcibly displaced individuals surpasses 110 million, nearly 40% are children, with many living with disabilities. The intersection of forced migration and disability often results in compounded experiences of exclusion and marginalization, particularly in educational settings. This issue has also been pronounced for Ukrainian refugee children with disabilities, whose unique needs are often overlooked. Existing literature has largely focused on either refugees or individuals with disabilities, neglecting the overlapping challenges faced by those who belong to both groups. This article addresses the gap by investigating the educational experiences of Ukrainian refugee children with disabilities in Germany, exploring how these children navigate education in the context of forced migration and disability.   APPROACH: The study is part of a broader mixed-methods research project that explores the educational trajectories and aspirations of Ukrainian refugee children with disabilities and their families. Five qualitative interviews were conducted with Ukrainian children aged 10 to 13, who are attending both mainstream and special schools in Germany. Using an inductive coding approach, the study analysed the children’s experiences and aspirations, with attention to their past and present educational contexts, as well as their dreams for the future. FINDINGS: Two key themes emerged: ‘seeking recognition’ and ‘epistemic ignorance.’ The theme of ‘seeking recognition’ reflects the children’s desire to be seen and understood in their uniqueness, often confronting educational systems that fail to recognize their distinct needs and capabilities. Children reported feelings of injustice and exclusion when their achievements and identities were disregarded, particularly in relation to educational placement and discipline. ‘Epistemic ignorance’ highlights how educational institutions often overlook the knowledge and epistemic contributions refugee children with disabilities bring with them, focusing instead on perceived deficits. The children expressed frustration due to assumptions about their abilities, which resulted in a sense of disconnection and failure. CONCLUSION: The study calls for an ethical and inclusive response to the educational needs of refugee children with disabilities, drawing on Levinas’ concept of the infinite responsibility for the Other. Addressing the intersectional challenges these children face requires educational systems to recognize their unique knowledge and experiences, offering what is termed ‘educational hospitality.’ This approach fosters inclusivity by respecting the distinct epistemes of refugee children with disabilities and ensuring they are truly seen and valued within their host educational systems. Marketa Bacakova Copyright (c) 2025 Marketa Bacakova https://creativecommons.org/licenses/by/4.0 2025-03-30 2025-03-30 4 1 20 30 10.7146/ejie.v4i1.149584 Metaphors of inclusive education https://tidsskrift.dk/ejie/article/view/152381 This paper examines metaphorical frameworks employed at the 2024 International Conference on Perspectives and Practices of Inclusive Education in Kathmandu, Nepal. Drawing on observations from keynote addresses, conference papers, panel discussions and informal conversations during the two-day conference, the paper reflects on the dominant metaphors present in the discourse of inclusive education in the Global South. Metaphors are fundamental tools through which humans make sense of complex realities, operating far beyond mere linguistic decoration to shape our understanding and potentially guide our actions. For those working in inclusive education, recognizing and analyzing these metaphorical frameworks is crucial because they may subtly influence how we conceptualize challenges, develop solutions, and implement policies. Various metaphorical frames emerged through the discussions, including BUILDING (emphasizing collaborative construction), ECONOMY (focusing on investment and costs), WAR (highlighting challenges), and SPORTS (illustrating fairness issues). On the whole, however, the JOURNEY metaphor dominated across all discourse types, consistently appearing in various forms when discussing policy implementation, educational progress, and/or change towards more inclusive and equitable education. Conference delegates thus triggered a rich image schema involving multifaceted networks of related images and concepts, which are unpacked and examined in the paper. Susan Nacey Copyright (c) 2025 Susan Nacey https://creativecommons.org/licenses/by/4.0 2025-05-04 2025-05-04 4 1 31 35 10.7146/ejie.v4i1.152381