International Journal of Inclusive Education 

About: International Journal of Inclusive Education is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Inclusion (education) & Special education. It has an ISSN identifier of 1360-3116. Over the lifetime, 1799 publications have been published receiving 44273 citations.

Regular primary schoolteachers’ attitudes towards inclusive education: a review of the literature

Abstract: Teachers are seen as key persons to implement inclusive education. Positive attitudes are therefore argued as playing a considerable role in implementing this educational change successfully. The a...

Developing inclusive education systems: the role of organisational cultures and leadership

Abstract: Including all children in education is the major challenge facing educational systems around the world, in both developing and developed countries. Drawing on research evidence and ideas from a range of international literature, this paper argues that leadership practice is a crucial element in gearing education systems towards inclusive values and bringing about sustainable change. In so doing, the paper considers the organisational conditions that are needed in order to bring about such developments, focusing in particular on the role of leadership in fostering inclusive cultures.

Rethinking the role of Indigenous knowledges in the academy

Abstract: This paper is an invitation critically to engage in the discussion of ‘Indigenous knowledges’ and the implication for academic decolonization. Among the issues raised are questions of the definition and operationalization of Indigenous knowledges and the challenges of pursuing such knowledge in the Western academy. The paper draws attention to some of the nuances, contradictions and contestations in affirming the place of Indigenous knowledges in the academy. It is pointed out that Indigenous knowledges do not ‘sit in pristine fashion’ outside of the effects of other knowledges. In particular, the paper brings new and complex readings to the term ‘Indigenous’, maintaining that different bodies of knowledge continually influence each other to show the dynamism of all knowledge systems. It is argued that when located in the Euro-American educational contexts, Indigenous knowledges can be fundamentally experientially based, non-universal, holistic and relational knowledges of ‘resistance’. In the discussion,...

The Education for All and inclusive education debate: conflict, contradiction or opportunity?

Abstract: This paper begins with an exploration of the history of the international Education for All (EFA) programme and its tendency to overlook some marginalised groups of children, in particular those se...

Demographic differences in changing pre‐service teachers’ attitudes, sentiments and concerns about inclusive education

Abstract: The preparation of teachers for regular schools has clearly needed to undergo quite significant change in recent years. One major adjustment has been the necessity to prepare teachers for progressively more diverse student populations as they will increasingly be required to teach in inclusive classrooms. Many teacher education institutions are, therefore, offering units of work that aim to tackle this. Utilizing an international data set of 603 pre‐service teachers, consideration is given to the effect of a range of demographic differences on changing pre‐service teacher attitudes toward inclusion; sentiments towards people with a disability and in reducing their concerns about inclusion when involved in a focused unit of work. Pre‐ and post‐training comparisons are made which identify a range of variables that impact on changing pre‐service teacher perceptions about inclusion. The discussion focuses on the importance of differentiating teacher preparation courses to address these different needs of pre‐...