Inclusive education is based on the concept of inclusivity, as the quality of a social group, of a setting, and of a person to allow and support access and relation with diverse people. Schools and classrooms are inclusive not only when they allow attendance to people with diverse abilities, social backgrounds, and cultural origins, but when they provide all the involved people (students, teachers, staff) the possibility and the necessary resources to develop their talents and a feeling of wellbeing.
Since the late Seventies, in different countries, the educational academic debate and the policies and practices in educational setting addressed the issue of including in mainstream o regular classes students with disability, students with learning difficulties, students from the diverse socio-cultural background, and, more recently, students with high cognitive potential, as well as students with diverse gender identities.
Studies and practices chose as the main focus the social aspects of inclusion in the group of peers or the pedagogical features of teaching methods and strategies for the student's academic inclusion. Both are important for making students feeling comfortable and to benefit from the teaching experience.
Through this Research Topic, we wish to collect original research, systematic reviews, and theoretical articles discussing the factors and variables harming or promoting social and academic inclusion.
These factors may be situated at the classroom level (e.g. the teachers’ and students’ attitudes and prejudices, the teaching strategies, the socialization practices, etc.), but they may also be consistent with values and norms at the macrosystem level (e.g. the importance of competition vs. cooperation, the value of tradition vs. innovation, etc.).
We are interested in receiving papers reporting both experimental and field studies and we particularly welcome longitudinal research, studies based on multi-informant approaches, and cross-cultural investigations.
Together with works discussing the factors influencing the quality and effects of inclusive education, we welcome studies concerning innovative classroom practices or school policies promoting social and/or academic inclusion. A particular interest will be devoted to studies addressing diversity and inclusion not only with respect to the students’ population but also to the teaching staff.
Inclusive education is based on the concept of inclusivity, as the quality of a social group, of a setting, and of a person to allow and support access and relation with diverse people. Schools and classrooms are inclusive not only when they allow attendance to people with diverse abilities, social backgrounds, and cultural origins, but when they provide all the involved people (students, teachers, staff) the possibility and the necessary resources to develop their talents and a feeling of wellbeing.
Since the late Seventies, in different countries, the educational academic debate and the policies and practices in educational setting addressed the issue of including in mainstream o regular classes students with disability, students with learning difficulties, students from the diverse socio-cultural background, and, more recently, students with high cognitive potential, as well as students with diverse gender identities.
Studies and practices chose as the main focus the social aspects of inclusion in the group of peers or the pedagogical features of teaching methods and strategies for the student's academic inclusion. Both are important for making students feeling comfortable and to benefit from the teaching experience.
Through this Research Topic, we wish to collect original research, systematic reviews, and theoretical articles discussing the factors and variables harming or promoting social and academic inclusion.
These factors may be situated at the classroom level (e.g. the teachers’ and students’ attitudes and prejudices, the teaching strategies, the socialization practices, etc.), but they may also be consistent with values and norms at the macrosystem level (e.g. the importance of competition vs. cooperation, the value of tradition vs. innovation, etc.).
We are interested in receiving papers reporting both experimental and field studies and we particularly welcome longitudinal research, studies based on multi-informant approaches, and cross-cultural investigations.
Together with works discussing the factors influencing the quality and effects of inclusive education, we welcome studies concerning innovative classroom practices or school policies promoting social and/or academic inclusion. A particular interest will be devoted to studies addressing diversity and inclusion not only with respect to the students’ population but also to the teaching staff.
