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>). Integration of a Disability Lens as Prerequisite for Inclusive Higher Education https://tidsskrift.dk/ejie/article/view/137271 PURPOSE. Occidental higher education often approaches disability as a disparate issue, failing to recognize that it is part of human diversity. Such an approach hinders inclusive education because it overlooks how disability is intertwined with other identities and concepts of exclusion. The overarching aim of this paper is to enhance understanding of (intersecting) disabling processes within education policy and practice and the impact thereof on students; and to raise educators’ awareness about how integration of knowledge from Disability Studies within pedagogy and their daily interaction with students, can positively influence disabled students’ wellbeing, their study opportunities and aid the overall process of inclusion. APPROACH. This paper offers a disability lens by (1) presenting a literature overview from a Disability Studies (DS) perspective about disability and exclusionary phenomena, in particular disablism and ableism; (2) substantiating how a current focus on accessibility hinders actual inclusion; (3) analysing a case-study through the presented perspective with attention to Dutch contextual factors. For the case-study, the first author and ‘Tess’ engaged in regular conversations during a year in which Tess shared her experiences as a student of higher education. In this paper, a selection of these experiences is presented from a reflexive perspective and with application of the presented frameworks. With this, the complex impact of exclusionary processes on interactions between students, educators and on the organization of university involved (social) events is illustrated. FINDINGS. The lack of nuanced, fluid and intersectional approaches to disability within mainstream education hinders the recognition of (epistemic) injustices. Exclusionary processes and practices in higher education remain unacknowledged, although they negatively impact disabled students and block their epistemic contribution. Moreover, the continued focus on accessibility hinders implementation of the international convention on the rights of persons with disabilities and deflects attention from the fact that inclusive education requires systemic change and a multi-layered approach. KEY MESSAGE. The current trajectory of disability inclusion is counterproductive without true systemic change. Integration of the presented disability lens is imperative for truly intersectional approaches to inclusion and offers educators a way to positively influence students’ wellbeing and identity development, even when policy changes are not yet achieved. <h2>Points of interest:</h2> <ul> <li>Knowledge and attitudes about disability in higher education systems, in policies and practice, often do not portray disability from the perspective of disabled people themselves. There is also a lack of understanding how disability is part of human diversity and is intertwined with other identity aspects.</li> <li>Because higher education often focusses on including disabled people in existing systems by way of individual accommodations rather than on changing the design of the system, disabled students experience various forms of exclusion, varying from opportunities to study to the way they are approached by educators, that effect their wellbeing.</li> <li>The usefulness of disability studies theory is illustrated by applying them to the experiences of ‘Tess’, demonstrating how her personal and professional life was influenced by them.</li> <li>We argue that policies need to change and that educators themselves can work on true inclusion by recognising disability as diversity and by integrating up-to-date knowledge from the perspective of disabled people themselves in their approaches.</li> </ul> Nienke Spaan Paul Van Trigt Alice Schippers Copyright (c) 2024 Nienke Spaan, Paul Van Trigt, Alice Schippers https://creativecommons.org/licenses/by/4.0 2024-02-03 2024-02-03 3 1 1 24 10.7146/ejie.v3i1.137271 Does Using Core Quadrants Lead to More Teacher Self-Efficacy and Less Perceived Problem Behaviour? https://tidsskrift.dk/ejie/article/view/137366 PURPOSE. The number of childhood psychiatric classifications and treatments have risen rapidly in Western countries over recent decades. Since child behaviour often arises as a problem in schools, it seems important to find ways to help teachers successfully engage with pupils whose behaviours they experience as challenging. The present study attempts to shift special education teachers’ focus from challenging pupil behaviour, or pupil mental disorder, to teachers’ self-efficacy and less negative perception of pupil behaviour. METHODS. Ofman’s core quadrant model was used to engage teachers in reflecting on their own key competences, and relate them to possible pitfalls, challenges and aversions in their teaching. The professional development intervention entailed three subsequent team meetings, each lasting two and a half hours. Forty-seven teachers undertook the training, of which half (the control group) were initially put on a waiting list. Via quantitative questionnaires at three different time-points and qualitative post-intervention interviews with teachers involved, we analysed the influence of the intervention on teachers’ perceptions of problem behaviour and the grip they experienced on pupil behaviour (via a measure of self-efficacy). In the interviews, room was also made for reporting other outcomes of the training intervention. RESULTS. Neither quantitative nor qualitative data analysis revealed an effect of the intervention on self-efficacy or perceived pupil behaviour. The interview data suggest that teachers ascribe pupil behaviour they cannot control to factors outside themselves, primarily child mental disorder. CONCLUSION. Core quadrant training does not seem to alter how teachers engage with challenging pupil behaviour, nor does it help to reduce disorder thinking in special education. Our findings flag up the importance of better educating teachers about disorder thinking on the one hand, while on the other hand seeking ways to reduce the likelihood that teachers run out of pedagogical options, and instead further build up a sense of self-efficacy. Points of Interest: <ul> <li>Childhood diagnostic classifications are on the rise in recent decades.</li> <li>Teachers often suggest diagnostic investigations of pupils, because they believe this will explain difficult behaviour or academic underperformance.</li> <li>A training aimed to shift the focus from disorder within a child to teacher’s own key competences, pitfalls, challenges and aversions, failed to change self-efficacy, behaviour perception and disorder thinking in teachers.</li> <li>To reduce disorder thinking in schools, simply educating teachers about what disorders are not and cannot explain, might be more effective than training programs, like studied in the present research.</li> </ul> Laura Batstra Wietske de Vries Ernst Thoutenhoofd Copyright (c) 2024 Laura Batstra, Wietske de Vries, Ernst Thoutenhoofd https://creativecommons.org/licenses/by/4.0 2024-03-07 2024-03-07 3 1 43 59 10.7146/ejie.v3i1.137366 Stakeholders’ Views on Strategies, Measures and Policies Implemented in Education of Students with Disabilities during the COVID-19 Pandemic in Greece https://tidsskrift.dk/ejie/article/view/137372 PURPOSE. The pandemic crisis outbreak had a severe impact on all aspects of people’s lives worldwide. Educational systems applied across the globe, were forced to adapt to new, restricting conditions overnight changing abruptly the educational landscape, especially for students with disabilities (SwDs). The lack of central preparedness strategy and the unprecedented conditions called upon the experts, administrators, teachers and parents/carers to interpret and implement strategies, policies, and measures challenging progress conquered in the past years in inclusive education. The aim of the present study was to investigate the experiences and views of key-stakeholders in special and inclusive education in Greece (experts-regional coordinators, administrators, parents/carers) on strategies, measures and policies implemented in education of SwDs during the COVID-19 pandemic crisis and to explore potential perspectives emerged in safeguarding the special and inclusive education in crisis times. METHODS. An exploratory qualitative study using semi-structured interviews was applied. The participants of the study were 31 key-stakeholders in total (11 experts-regional coordinators, 10 administrators, and 10 parents/carers who have children with disabilities). Interviews were conducted via video conferencing platforms using three different interview protocols designed by the research team for the purposes of the study. Qualitative data were collected and analyzed using content analysis. RESULTS. The findings reveal both similar and diverging approaches among the stakeholders regarding the strategies, measures and policies as well as concerning the surfaced challenges and proposed recommendations. Emphasis by the stakeholders is given to the lack of systematic recording of needs and preparedness plan before the pandemic outbreak. The lack of central guidance and support is identified as a major aggravating factor regardless of the initiatives taken at individual or local level to promote learning of SwDs. All stakeholders acknowledged the need to develop and use an applicable preparedness plan for schools during crisis, in order to maintain and promote further equal access to education for all students. CONCLUSION. The key-stakeholders of the special and inclusive education in Greece have similar and diverging views on how the special education challenges were addressed during the pandemic crisis. However, all parties concurred on the pressing need for a preparedness plan to be applied to all schools in case of a future crisis. Points of Interest <ul> <li>The present paper presents the views of key-stakeholders regarding the strategies, policies, programs implemented for the education of SwDs during the pandemic crisis in Greece.</li> <li>The importance of the study lies in the fact that primary data were collected from the full range of key-stakeholders (teachers/professionals, administrators as well as parents/carers) in inclusive education.</li> <li>The results show views on the following central themes: preparation and operation of schools, educational practices and material, measures, services, educational programs, interventions, emerging needs of SwDs, as well as challenges, recommendations, and feedback.</li> <li>The results reflect an interesting canvas of similar and diverging views across the involved key stakeholders in the education of SwDs during the pandemic crisis.</li> </ul> Theodora Papazoglou Stavroula Kalaitzi Filippos Papazis Anastasia Vlachou Lia Tsermidou Anastasia Toulia Aristea Fyssa Copyright (c) 2024 Theodora Papazoglou, Stavroula Kalaitzi, Filippos Papazis, Anastasia Vlachou, Lia Tsermidou, Anastasia Toulia, Aristea Fyssa https://creativecommons.org/licenses/by/4.0 2024-03-09 2024-03-09 3 1 60 79 10.7146/ejie.v3i1.137372 Think Carefully, Let’s Bond, and Other Tutoring Strategies: Socio-academic Participation Patterns in Peer Tutoring https://tidsskrift.dk/ejie/article/view/137726 CONTEXT. This article investigates how an intervention called SYKL (SYstematiseret Klassekammerathjælp), which used systematized reciprocal peer tutoring in mathematics in the fourth grade, affected student participation and socio-academic inclusion. APPROACH. In contrast to most international peer tutoring projects, SYKL simultaneously focuses on social relations and academic inclusion. Teachers recruited to conduct SYKL lessons attended a four-day course to learn how to apply SYKL peer tutoring techniques, which touch upon social, organizational, and subject matter-related perspectives. Following students are specifically taught how to help each other, and engage in academic conversations when working in pairs. SYKL is specific instruction in how students can become better at helping each other and engaging in academic discussions when working in pairs. Students are assigned one of two positions, either as a tutor or a tutee. To fulfill the role of the tutor, the student receives Scaffold Cards and academic Hints for task completion. The Scaffold Cards remind students to, for example, listen, acknowledge tentative answers, and identify connections. Hints are specific ideas for task completion developed by professionals with the assignment in mind. Based on 15 video-recorded, peer-to-peer conversations, the analysis explores what characterizes the various participation strategies of students who play the role of tutor. FINDINGS. The analysis identified four typical strategies: ‘Let’s bond,’ ‘I’ll wait for you,’ ‘Think carefully,’ and ‘Let’s go.’ The study highlights that these strategies are all potentially conducive to inclusion. The current research supports earlier studies indicating that peer relationships significantly contribute to learning and active participation in mathematics classes. KEY MESSAGE. Teachers can work simultaneously with the social and academic skills of students. The SYKL approach promotes synchronous development of their social and academic skills. Points of Interest <ul> <li>New Danish teaching program in math and science is designed to support student well-being and collaboration in fourth grade.</li> <li>Students help each other through peer tutoring.</li> <li>Four tutoring strategies typically occur: ‘Let’s bond,’ ‘I’ll wait for you,’ ‘Think carefully,’ and ‘Let’s go.’</li> <li>Teacher awareness of these strategies allows them to spot inclusion and exclusion processes to better assist students in helping each other.</li> </ul> Maria Christina Schmidt Stine Thygesen Copyright (c) 2024 Maria Christina Schmidt, Stine Thygesen https://creativecommons.org/licenses/by/4.0 2024-02-03 2024-02-03 3 1 25 42 10.7146/ejie.v3i1.137726 Further insight into social factors affecting access to and equity for low-SES students in higher education https://tidsskrift.dk/ejie/article/view/140295 PURPOSE: This study goes beyond traditional research focusing on enrollment figures, financial aid, and student academic performance (GPA), aiming to explore how social factors influence access to and equity in higher education for students with low socio-economic status (SES) in Indonesia. METHODS: Employing qualitative methods such as interviews and the snowball technique, this study delves into the firsthand experiences of six alumni who received financial assistance at a prominent university. FINDINGS: The study sheds light on the significant roles of teachers, lecturers, and family members in providing emotional, informational, and practical support for equal access. Additionally, it unveils previously underestimated contributors like secondary school staff, student associations, scholarships, and local governments. Despite having motivation and guidance, a lack of information during the access phase can impede students with low SES from pursuing higher education. CONCLUSIONS: The journey towards higher education is shaped by a diverse range of support from family, teachers, peers, and university staff provided varied forms of emotional and instrumental support, with both positive and negative outcomes, including financial reservations. While in university, the support network shifted from family to peers, university staff, and RSAs, with lecturers playing a crucial role. Mega Wanti Renate Wesselink Harm Biemans Perry den Brok Copyright (c) 2024 mega wanti, Renate Wesselink, Harm Biemans, Perry den Brok https://creativecommons.org/licenses/by/4.0 2024-07-04 2024-07-04 3 1 61 82 10.7146/ejie.v3i1.140295 Pre-service Primary Teachers’ Understandings of Inclusive Practice in Scotland and Finland. https://tidsskrift.dk/ejie/article/view/142132 CONTEXT. Teachers’ attitudes are prerequisite to the implementation of inclusive practices, and teachers’ professional development through their teacher preparation programmes is important for inclusive classroom practice in schools. Developing effective inclusive practice begins in the teachers’ professional preparation. This study investigated pre-service teachers’ understandings of inclusive practice in Scotland and Finland. The aim was to have an in-depth understanding of some pre-service teachers’ views with examples and gain ideas that could count as evidence of inclusive practice, contributing to the dialogue about good inclusive practice. METHODS. This was a comparative small-scale qualitative study. Data were drawn from focus group interviews with second- and fourth-year pre-service teachers from both countries. The focus groups were conducted online, they lasted around an hour, and they were video and audio recorded. Qualitative data were analysed using thematic analysis. The Finnish data was analysed in Finnish but during the analysis their meanings and interpretations were confirmed through regular discussions. FINDINGS. In both contexts, the participants understand inclusive education beyond disabilities and special education. There was a better understanding of inclusive practice, more examples and fewer concerns from fourth-year pre-service teachers compared to second-year pre-service teachers. The replies of pre-service teachers in both countries highlighted the importance of values and pedagogy. Pre-service teachers shared examples of pedagogical approaches that they consider to be inclusive, but links to socially-constructed notions of ability or having the same expectations from all pupils were also evident. The findings indicate that a focus on values and pedagogy in both teacher preparation programs is needed with more explicit links between key ideas and practice. It is suggested that the idea of inclusion is embedded in the programs rather than focusing solely on special education modules. This study offers empirical evidence and contributes to inclusive education research, teachers’ professional preparation, policy goals and practice. KEY MESSAGE. A focus on values and pedagogy in teacher preparation programs is needed with more explicit links between key ideas and practice. Stella Mouroutsou Teija Koskela Copyright (c) 2024 Stella Mouroutsou, Teija Koskela https://creativecommons.org/licenses/by/4.0 2024-07-10 2024-07-10 3 1 83 100 10.7146/ejie.v3i1.142132 Leadership and Inclusive Education: School Principals' Role in Supporting the inclusion of Disabled Student in mainstream education https://tidsskrift.dk/ejie/article/view/142505 This paper presents part of a broader, large-scale study regarding educational leadership towards inclusive education of disabled students in Greece, highlighting the school principals’ potentially decisive role. Specifically, it investigates Greek school principals’ knowledge, beliefs, attitudes and practices regarding the inclusive education of disabled students in their school-units, as well as their values, examining a) whether there are statistically significant correlations between the aforementioned variables, b) and between these and the school principals’ socio-demographic and professional characteristics. The data were collected through an original questionnaire validated for the Greek context, that was electronically administered to a representative stratified sample of 582 school-principals from 334 primary and 248 secondary Greek schools. The results indicate multiple and multi-layered relationships between the examined variables; and most notably that specific values (benevolence, universalism, self-direction & stimulation) promote the implementation of inclusive education while others (security, tradition, conformity, achievement & power) hinder it. Understanding the relationships between school principals’ knowledge, beliefs, attitudes and practices regarding the education of disabled students and their values may contribute significantly to the promotion of inclusive education. However, the direction and strength of these relationships needs to be further explored to shed more light on the influence of educational leadership. Smaragdi Tsirantonaki Anastasia Vlachou Copyright (c) 2024 Smaragdi Tsirantonaki, Prof. Vlachou https://creativecommons.org/licenses/by/4.0 2024-10-23 2024-10-23 3 1 119 141 10.7146/ejie.v3i1.142505 Productive Struggle as a Boundary Object between Co-Teachers in Grade 6 Mathematics Classrooms in the United States https://tidsskrift.dk/ejie/article/view/142990 PURPOSE: Fostering coherence and sustainability of co-teaching partnerships can be challenging in inclusive mathematics classrooms. Establishing partnerships requires negotiating understandings and activities across disciplinary boundaries(mathematics education and special education) while implementing researcher-recommended practices in unique settings. This study investigates how a specific instructional practice, productive struggle, serves as a boundary object for co-teachers innegotiating those challenges. APPROACH: I applied a pragmatic lens in a comparative case study to learn how two pairs of teachers engaged in co-teaching navigated disciplinary boundaries around a mathematics pedagogical practice, productive struggle. RESULTS: The pairs of co-teachers authored meanings for productive struggle and developed distinctive approaches to foster this practice with all students in their inclusive classes. Their meanings and approaches were aligned in ways that were coherent with their goals and beliefs about teaching mathematics. Although productive struggle in their contexts contrasted in some ways with how the practice is portrayed in research literature, teachers described finding value for students’ learning in theirimplementation. They also found inclusive settings and their co-teaching partnerships beneficial for student learning. CONCLUSION: Teachers used authority and agency in boundary spaces to craft cohesive understandings and approaches toimplement productive struggle, and they saw value in their partnerships for implementing the practice. As critical stakeholders in making inclusion coherent and sustainable, I advocate for teacher-educators and researchers to value teachers’ authority and agency as they implement researcher-recommended teaching practices in inclusive settings. Angela Crawford Copyright (c) 2024 Angela Crawford https://creativecommons.org/licenses/by/4.0 2024-07-01 2024-07-01 3 1 43 59 10.7146/ejie.v3i1.142990 Pedagogues’ participation in play as a pathway to inclusive environments https://tidsskrift.dk/ejie/article/view/143132 The aim of the paper is to present an analysis of empirical data combining theoretical concepts of play order and play practices (Schatzki 2001; Schmidt 1999; Author 2021, Author et al. 2022) with theory of inclusion and exclusion (Author 2012, 16; Author et al. 2018; Author et al. 2020; Author et al. 2022). Thus, the pedagogical challenge is to support all children to (be able to) participate in play by adapting to play orders and enabling the children to understand and unfold play practices. At the same time, pedagogues are responsible for ensuring access for all children, offering different kinds of play types and play designs over time, and contributing to the play orders. The main contribution of the paper is the analytical finding that pedagogues’ participation in play is essential to removing barriers for children’s participation in play, and free play, understood as free from pedagogues, does not support inclusive strategies. The paper includes examples of how pedagogues through participation in play support children in adapting to play orders and thus attaining the ability to play. Further, how pedagogues influence the play order to ensure access for all children and thereby develop a more inclusive pedagogical environment. Janne Hedegaard Hansen Helle Marie Skovbjerg Anne-Lene Sand Jens-Ole Jensen Hanne Hede Jørgensen Andreas Lieberoth Copyright (c) 2024 Janne Hedegaard Hansen, Helle Marie Skovbjerg, Anne-Lene Sand, Jens-Ole Jensen, Hanne Hede Jørgensen, Andreas LIeberoth https://creativecommons.org/licenses/by/4.0 2024-11-12 2024-11-12 3 1 217 223 10.7146/ejie.v3i1.143132 Barriers and facilitators for students with disabilities: Results of semi-structured interviews in Swiss universities https://tidsskrift.dk/ejie/article/view/143437 Purpose: This paper investigates the following two research questions: What are the barriers and facilitators for students with disabilities while studying at Swiss universities? When do these barriers and facilitators occur for students with disabilities? Research on barriers and facilitators encountered by students with disabilities at higher education institutions in Switzerland is still scarce. Identifying when and how to include persons with disabilities could enable Swiss universities to uphold their commitment to the inclusion of people with impairments. Methods: 31 qualitative semi-structured interviews were conducted with students with diverse impairments who were enrolled in French- and German-speaking Swiss universities. Interviews were analyzed thematically in a deductive and inductive manner. Results: The study demonstrates that students with disabilities experience many barriers before and throughout the term, as well as during examinations. Awareness of disability and accessibility among staff and peers was revealed to be a key issue, both as a major barrier where awareness was lacking and as an important facilitator where awareness was high. Awareness levels were also shown to be connected to other aspects of accessibility. Factors such as access to accommodations for exams, advanced access to study materials, and digital accessibility, arose as important issues for students with disabilities. Key Message: This study underscores the crucial role of awareness, both as a barrier when lacking and as a facilitator when present. Exam accommodations also emerged as a critical issue, again both as a barrier where experiences were unsatisfactory and as a facilitator where accommodations were received. The interviews emphasize the importance of providing study materials in advance, as well as the impact of course formats on inclusion, particularly the positive effect of online learning. The presence of barriers and facilitators before the start of lectures suggests that support should be offered even before the start of the semester. Sara Köferli Oriane Pierrès Rolf Sethe Juliet Manning Alireza Darvishy Copyright (c) 2024 Sara Köferli, Oriane Pierrès, Rolf Sethe, Juliet Manning, Alireza Darvishy https://creativecommons.org/licenses/by/4.0 2024-10-30 2024-10-30 3 1 200 216 10.7146/ejie.v3i1.143437 Inclusive education policy in differentiated contexts: A comparison between Bosnia and Herzegovina, Cameroon, Greece, India and Sweden. https://tidsskrift.dk/ejie/article/view/143939 Inclusive education has animated education policy the last decades especially since the Salamanca declaration. Countries across the world have been putting-in place policies to support the implementation of an inclusive education system. This paper examines inclusive education policies in five selected countries in relation to how it is defined, what values and goals underpinned inclusive education and the framing of multisectoral involvement. The aim is to develop a deeper understanding on how the policy enactments in these different national contexts may converge and diverge in the construction of inclusive education. The results show that national policies on inclusive education are weak, lacking a clear-cut definition of inclusive education, while access, equity and equality are core values and goals that underpin inclusive education. The results also reveal the policies highlight the involvement of different stakeholders albeit in varying ways in the different countries. Jude Tah Anthemis Raptopoulou Denis Tajic Khaleda Gani Dutt Copyright (c) 2024 Jude Tah, Anthemis Raptopoulou, Denis Tajic, Khaleda Gani Dutt https://creativecommons.org/licenses/by/4.0 2024-10-29 2024-10-29 3 1 167 184 10.7146/ejie.v3i1.143939 Inclusive education in Sweden https://tidsskrift.dk/ejie/article/view/145185 Background and aim: Teachers’ positive attitudes towards inclusive education are taken to be critical to providing education that better meets pupils’ learning. Studies have therefore tried to clarify interaction between teachers’ attitudes and inclusive education. The present study reports data on teachers’ attitudes, self-efficacy and collaboration towards inclusive education in Sweden. Nation-wide data were collected from teachers before they joined a national professional development programme aimed at strengthening schools' competence in adapting teaching to the conditions and needs of pupils. Methods: Participants were 2,348 (51,6%) out of 4,553 targeted teachers that answered an online survey. The survey included three instruments: the Ohio State Teacher Efficacy Scale (OSTES), the Sentiments, Attitudes and Concerns about Inclusive Education – Revised (SACIE-R), and bespoke questions about teachers’ attitudes towards collegial learning (TACL). Mean values and correlations were assessed. Responses to an open question about teachers’ expectations ahead of starting their training programme were analyzed in NVivo, using word frequency analysis. Results: Three-quarters of respondents show overall positive responses towards adapting their teaching to the conditions and needs of pupils. However, almost two-thirds of teachers do also report significant concerns about their ability to do inclusive education well. Scores remained largely unaffected by public or private school ownership, nor did the affluence of school catchment areas affect teacher scores. Conclusions: The self-reported attitudes, self-efficacy and collaboration among teachers in Sweden towards adapting their teaching to the conditions and needs of pupils support positive research conclusions: although they do have concerns likely to be founded on professional considerations, teachers are by and large positive about meeting pupils’ learning needs. Göran Söderlund Ernst Thoutenhoofd Gunilla Westman Andersson Ingemar Gerrbo Girma Berhanu Copyright (c) 2024 Göran Söderlund, Ernst Thoutenhoofd, Gunilla Westman Andersson, Ingemar Gerrbo, Girma Berhanu https://creativecommons.org/licenses/by/4.0 2024-10-23 2024-10-23 3 1 142 166 10.7146/ejie.v3i1.145185 Voices of Inclusion: Perspectives from Maltese Education Stakeholders https://tidsskrift.dk/ejie/article/view/146644 This research reviews the effectiveness of inclusivity of educational services for students with diverse learning needs (DLN) in Malta's educational system from the perspective of inclusive education stakeholders. A mixed-method research design was used to collect the data. One hundred and two educational stakeholders directly involved in inclusion, including school leaders, inclusion specialists, and Learning Support Educators (LSEs), participated in the study. The study aimed to identify systemic obstacles hindering the quality of services received by students with DLN. The investigation focussed on both the initial phases and ongoing support services. A thematic analysis, integrated with descriptive and inferential statistics, was used to analyse the responses. The results highlighted the pivotal role of inclusive education in providing fair opportunities for all learners. Challenges identified involved bureaucratic complexities, lengthy assessment waiting periods, and insufficient physical and human resources. Participants also highlighted the lack of ongoing professional development for educators as a significant barrier to effective inclusive education. Furthermore, the competitive academic atmosphere in Maltese schools was recognised as a difficulty in fostering inclusivity. The study's recommendations advocate for policy adjustments to streamline bureaucratic procedures and reduce assessment delays, ensuring prompt identification and assistance for students with DLN. Results highlight the importance of strengthening support systems, including enhancing access to specialised services and facilities like multi-sensory rooms and calming spaces, which are crucial for meeting the diverse needs of these students within the school setting. Additionally, the need for continuous professional development is emphasised to provide educators with the necessary skills for successful inclusive practices. The research also highlights the need for a cultural shift within the educational setting, promoting empathy, understanding, and acceptance of differences to cultivate a genuinely inclusive school culture. These proposed cultural and systemic changes are vital for overcoming the identified challenges and enhancing educational outcomes for Malta's students with DLN, contributing to the broader discourse on inclusive education. Loredana Muscat Copyright (c) 2024 Loredana Muscat https://creativecommons.org/licenses/by/4.0 2024-10-18 2024-10-18 3 1 101 118 10.7146/ejie.v3i1.146644 Intercultural education and mother tongues of immigrant children: The case of Slovenia https://tidsskrift.dk/ejie/article/view/146801 PURPOSE. Intercultural education has become an important topic and one of the priorities for schools and education systems worldwide. Teachers should acquire knowledge about inclusion and intercultural education during their university education, but despite evidence that principals, teachers and schools feel ill-equipped to teach and engage in intercultural education, it in many countries, including Slovenia, this is not the case. For this reason in this paper, we present an intercultural model of education that offers teachers concrete support in the inclusion of migrant children.   APPROACH. In addition to the comprehensive model of intercultural education, the article also presents some changes in legislation based on an analysis of educational regulations on inclusion and the development of intercultural education in Slovenia in recent years, which have a direct impact on the inclusion of immigrant pupils and students. The article also points out that teaching of mother tongues and cultures lessons for immigrant children is a very important part of intercultural education. Mother tongue and culture lessons in schools can be an opportunity to develop intercultural dialogue, and intercultural competence of all students, teachers and parents. Figures in Slovenia show that the number of schools offering mother tongues and cultures for children with a migrant background is slowly growing, but there are fewer languages to choose from.   FINDINGS. Teachers do not feel competent in the area of inclusion of migrant students, intercultural education and teaching in culturally and linguistically diverse classrooms. This article therefore presents an intercultural model of education that offers teachers concrete support and actively involves all stakeholders in the integration process: Teachers, students, parents, migrants and their organizations, and local communities.   KEY MESSAGE. As classrooms are becoming more culturally and linguistically diverse as a result of migration, systemic solutions and a holistic approach are needed to integrate immigrant pupils into the education system. The article focuses on the case of Slovenia, but the proposed holistic model is also transferable to other national contexts. Klara Kožar Rosulnik Marijanca Ajša Vižintin Copyright (c) 2024 Klara Kožar Rosulnik, Marijanca Ajša Vižintin https://creativecommons.org/licenses/by/4.0 2024-10-30 2024-10-30 3 1 185 199 10.7146/ejie.v3i1.146801