EDITORIAL article
Front. Educ.
Sec. Special Educational Needs
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1607694
This article is part of the Research TopicAdvancing inclusive education for students with special educational needs: Rethinking policy and practiceView all 11 articles
Editorial: Advancing Inclusive Education for Students with Special Educational Needs: Rethinking Policy and Practice
Provisionally accepted
- 1Griffith University, Nathan, Australia
- 2Center for Special Needs Education Research and Practice, Graduate School of Education, Hiroshima University, Higashihiroshima, Hiroshima, Japan
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This special issue offers a timely reflection on inclusive education for students with special 11 educational needs (SEN), commemorating the 30th anniversary of the Salamanca Declaration 12 (UNESCO, 1994). While the Declaration catalyzed a global commitment to inclusive, equitable 13 education, progress towards its realization remains uneven, with disparate policies and practices 14 evident throughout the world. The 10 studies in this collection, though diverse in their aims, methods, 15 and findings, share a common purpose: critically examining persistent challenges while exploring 16 innovative pathways to improving inclusive schooling for this student group across varied national 17 and educational contexts. 18The first paper by Liu and Potmesil sets the scene with a review of research on inclusive 19 education for students with SEN using CiteSpace.
Keywords: inclusive education 1, inclusive education policy 2, pedagogical practices 3, special 9 educational needs 4, stakeholder engagement 5. 10
Received: 08 Apr 2025; Accepted: 14 Apr 2025.
Copyright: © 2025 Hay, Beamish and Chambers. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Stephen Hay, Griffith University, Nathan, Australia
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