In this study, we draw on an analysis of publicly available information from university websites and Google Scholar to explore the qualifications, relevant experience, and scholarship of academics involved in postgraduate special/inclusive education courses in Australian universities. Overall, we found information on 148 academics employed at 23 universities, of whom 124 were teaching a unit or units with content relevant to the education of students with disability. Of these, 23% were described as having a qualification in special or inclusive education, 20% were described as having experience in a setting relevant to people with disability, and 51% had evidence of scholarship in special or inclusive education. These results are a cause for some concern and suggest staffing of special/inclusive education courses is not always ideal, with many academics apparently teaching out of their area of expertise.

Sense of belonging is a complex construct that we all strive for in our daily lives. Sense of school belonging influences educational outcomes and is vital for cognitive, behavioural, and socio-emotional success at school. Sense of belonging for students with disability in special schools has rarely been examined and is not well understood. In this study, we investigated the role special school leaders, teachers, and teacher aides play in building a sense of belonging for themselves and their students. Two hundred and sixty-two participants from 10 state special schools within a regional area of Queensland, Australia, completed a survey to determine their perceptions of how special school staff promoted school belonging as well as their knowledge of policy documents. Responses consistently indicated a positive sense of school belonging across all schools. Findings highlight what school leaders, teachers, and teacher aides do in their everyday practices to promote a strong sense of belonging at their special schools, including building positive trusting relationships with all stakeholders, learning environments that valued diversity and difference, inclusive practices that met the social and academic needs of students, and schools’ organisational practices.

The importance of professional experience is clearly recognised in initial teacher education and in other professions. In this study, we explore one element of professional experience for trainee special/inclusive educators, placement in an educational setting for practicum, and how it is provided in postgraduate Australian special/inclusive education courses. We extracted data from publicly available material for all Australian postgraduate courses designed to prepare special and/or inclusive educators. Available data included the length of practicum, content of the unit related to practicum, supervision and placement arrangements, and assessment. We found that only 59% of courses included a unit that required completion of a practicum placement. Given there are no mandatory standards for special/inclusive educators, there was considerable variation in the way practical skills were assessed, the content of practicum units, mentoring arrangements and personnel involved. Practicum placements ranged from 10 to 30 days, and only two courses provided more than one placement. Further research is needed to consider the broader range of professional experiences that may be embedded in courses. We suggest that longer practicum placements should be mandatory in special/inclusive educator professional preparation and should include assessment of the implementation of specific evidence-based practices including collaboration with others.

Students’ interfering behaviour is a common concern among educators working in special and general education classrooms. Interfering behaviour can significantly compromise students’ educational experiences and educators’ ability to create a conducive learning environment. Evidence-based assessments and interventions for interfering behaviour in the classroom involve identifying the variables in the student’s immediate environment influencing these behaviours. There has been little to no dissemination of evidence-based assessments for classroom management in developing nations such as South Africa and Vietnam. In the current study, we used a single-case design to assess the effectiveness and acceptability of behavioural skills training (BST) in teaching educators from South Africa and Vietnam how to assess students’ interfering behaviour in the classroom. The training was divided into four phases, with the different steps involved in teaching participants how to assess interfering behaviour. All participants successfully acquired the trained skills and demonstrated a shift in their explanation of the causes of interfering behaviour.

In current Australian practice, higher education institutions provide access to reasonable adjustments for disabled students to support equitable access to learning. Although these practices can support access to learning, there are many barriers for students, including the requirement to disclose their disability, an administrative and advocacy burden, and variable implementation outcomes. In contrast, a Universal Design for Learning (UDL) approach reduces the individual student demand. It provides learning environments that are, by design, accessible, free of barriers, and appropriately challenging for all learners. In the present study, we conducted an anonymous online survey regarding the UDL practices used by academic teaching staff at a regional Australian university. In total, 113 respondents completed the 20-question survey, which included closed-response and open-text questions. The survey explored academic awareness and implementation of UDL in their teaching practice, and open-text questions were used to elicit their perspectives on UDL. Among other findings in the closed-response questions, there was a large discrepancy in the consistent implementation of UDL in practice, in which 50% of academics reportedly did not intentionally incorporate it. Results from the open-text questions revealed four key challenges academics encountered in implementing UDL: resources and time constraints, knowledge and awareness, institutional barriers, and implementation challenges.

Countries globally are working towards the Sustainable Development Goals 2030. Goal 4 affirms all students’ right to a quality inclusive education. Yet achieving quality inclusive education continues to challenge education providers without reference to economic riches or location on the globe. This exploratory study examines the professional views of 20 teachers about the state of inclusive education in Pakistan with specific reference to learners with cerebral palsy. Using focus groups interviews, we systematically examined the data and identified two key themes: learning together for all and learning environment. In exploring these themes, tensions appeared between what was posed theoretically as inclusive education and the reality of implementation. Some of these tensions result from contextual factors, while others emerge through viewing inclusive education involving a transformation of culture and practice.

The transition from primary to secondary school, encompassing the pre-, during-, and post-transition stages, often poses significant challenges for students on the autism spectrum. This critical period has garnered growing research attention; however, the perspectives of Australian parents on the support their autistic children receive post-transition remain largely unexplored. Underpinned by a transcendental phenomenological epistemology and Kohler’s Taxonomy for Transition Programming, we explored Australian parents’ perspectives on the support being provided to their children on the autism spectrum and how these students experience this post-transition period. Four parents of high-school-aged children on the autism spectrum participated in interviews, conducted online via Zoom. A deductive content analysis of parents’ insights revealed overwhelming dissatisfaction with the post-transition support provided to their children on the autism spectrum, particularly surrounding home–school collaboration practices and the utilisation of personalised learning. The findings contribute a much-needed Australian perspective to the limited body of research focused on sustaining support for students on the autism spectrum beyond the initial transition to secondary school.

COMPASS is an educational intervention aimed at supporting individualised goal setting for students on the autism spectrum. Although its effectiveness is supported by quantitative data, little qualitative research has explored the perceived benefits and challenges of implementing COMPASS with community consultants. In the present qualitative study, we explored the benefits and challenges of COMPASS from the perspectives of stakeholders including parents/caregivers, teachers, and consultants. Semistructured interviews and focus groups were recorded and analysed using reflexive thematic analysis. Participants felt COMPASS (a) brings the right information to the table, (b) sets the scene for collaboration, and (c) uses a quality tool for data collection. The fourth theme reflected participants’ concerns around how (d) time could be a barrier. The data for this study has implications for the individualised planning process for students on the autism spectrum, a process directly linked to critical student outcomes. Overall, stakeholders spoke positively about student outcomes, which they linked directly to participation in the COMPASS program. The standardised process for individualised planning provided by COMPASS was particularly valued. Results of the study provide further understanding about the COMPASS intervention and offer a direction for future replications of COMPASS.

This paper presents the content validation process and results of the Themis Inclusion Tool, a questionnaire designed to stimulate teacher reflection on the response to diversity in schools in Cyprus, where, despite efforts, progress is still necessary. We present the adapted form of the Themis questionnaire originally published in English. The Greek version of the questionnaire contains 60 items measured on a 5-point Likert scale, consisting of three dimensions: contexts, resources, and processes. The questionnaire also includes two open-ended questions. The use of the Themis questionnaire is suggested as an effective means to enable teachers to understand challenges with respect to inclusion and for developing more inclusive schools. Thus the aim of this research is to contribute to the lack of updated, validated, and research-based tools for Greek-speaking schools at a time where school self-evaluation processes have been prioritised in educational policymaking.

Mixed reality simulations such as TeachLivE and Mursion have been increasingly utilised to prepare teachers for inclusive classrooms. The use of mixed reality simulations, which combine elements of both virtual and augmented reality, offers immersive and interactive experiences that can enhance teacher training in various ways. These simulations provide preservice teachers with realistic and safe spaces to practise inclusive communication, pedagogy, and classroom management. Each scenario can be tailored to provide practice in specific skills and support preservice teachers in meeting the Australian Institute for Teaching and School Leadership standards. This is especially helpful in view of today’s inclusive classes, as avatars in the simulations are neurodiverse, representing students of various abilities and personalities. The authors define mixed reality simulations, describe various ways that simulations have been used to support students in special and inclusive education, and describe a case study of simulations used for parent–teacher meetings and for inclusive classroom management in an Australian university. Lastly, they suggest directions for future research and practice.