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Inclusive Education SIG Convenor Vacancy

Call for SIG Convenor The Inclusive Education SIG provides a forum for critical discussion about all aspects of inclusive education. Our concerns are with the substantive, methodological and...

Online learning in a pandemic era: Visually impaired students’ perspectives on accessibility

The Covid-19 pandemic presented an opportunity to accelerate the integration of digital technologies for teaching and learning as a means of expanding access to education. Through technology...

A gap in disability research: ‘Preparedness’ of teachers with disabilities amid Covid-19-inspired online learning

Source: Louisa Enyonam Ansah The Covid-19 lockdowns led to a disruption in education for nearly 1.6 billion of the world’s student population (Lennox et al., 2021). As a result, online...

Exploring the representation of Black autistic people in children’s picture books

Children’s books containing Black autistic characters are rare. As Bishop (1990) explains, books offer windows into others’ experiences and act as mirrors for the way people see themselves....

Who are the experts? Why autistic voices should be central to autism training in schools

Autism is the most common type of identified need for pupils in English mainstream schools (DfE, 2018), yet despite the considerable focus on training, teachers continue to lack confidence in...

Call for abstracts: Theorising educational engagement, transitions & outcomes for care-experienced people

Editors Zoe Baker (University of York), Katie Ellis (University of Sheffield) and Neil Harrison (University of Oxford) are seeking high-quality, international contributions for a forthcoming...

Dyslexia: To identify or ignore?

When it comes to identifying whether a child has dyslexic tendencies, parents/guardians and teachers can experience a combination of feelings about whether this is for the best. The principal...

Relative age and the early years foundation stage profile

Who is attributed a ‘good level of development’ – and what might this tell us about how ‘good’ the EYFSP is?

‘To fit in at school, you have to be a robot’: Do care farms offer a viable alternative?

In a recent and yet-to-be-published qualitative study, I explored the possible contribution of care farming (the therapeutic use of farming practices) to young people’s engagement with learning....

Learning to be alone: How positive solitude can benefit international students

International students experience loneliness regularly when living and studying abroad (Wawera & MacCamley, 2020), and the situation appears to have worsened during the pandemic. Since loneliness...

A matter of inclusion: Schools continue to navigate government advice in support of students

As the school year in England begins once again against an evolving Covid-19 backdrop, we ask what this latest set of circumstances means for issues of inclusion, including which students will...

Adapting one-to-one reading support for children during Covid-19 school closures

Education & Covid-19: BERA Small Grants Fund research reports

Innovations and challenges among reading recovery teachers in Bristol