Research in Special and Inclusive Education

Dear Colleagues,

The idea of inclusive education has been supported by the Salamanca World Conference on Special Needs Education. The Salamanca Statement, which was perhaps the most important document in the field of special education, claimed that regular schools with an inclusive approach were the best way to combat discriminatory attitudes, create an inclusive society, and achieve education for all. In the following years, many countries have made significant efforts to make their educational policies and practices more inclusive. There seems to be a wide agreement that inclusion partly involves including children with special educational needs in mainstream schools. However, inclusive education is more than just integration, which focuses on bringing students with special educational needs into the system and maintains that every child must be given equal learning opportunities.

In this Special Issue, we invite scholars/academics from different countries to discuss their research advances in the field of special and inclusive education. This Special Issue welcomes the submission of original research and review articles. The aims and scope of this Special Issue include:

• To provide a platform for researchers, educators, policy makers, and practitioners to share their findings, insights, and experiences on how to best support students with special educational needs and disabilities in inclusive and special settings.
• To promote evidence-based and innovative approaches to teaching and learning that cater to the diversity, dignity, and rights of all students, regardless of their backgrounds, strengths, or challenges.
• To showcase the latest research findings, innovations, and best practices that enhance the academic and social outcomes of students with special educational needs and disabilities in inclusive and special environments.
• To highlight the perspectives and experiences of students, families, teachers, and other stakeholders involved in the process of special and inclusive education.
• To foster interdisciplinary and international collaboration and research on the current issues, trends, and challenges in the field of special and inclusive education.
• To contribute to the advancement of knowledge and practice in special and inclusive education and inform policy and decision making at various levels. 

We look forward to receiving your contributions.

Dr. Poulomee Datta
Dr. Mian Wang
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

• inclusive education
• special education
• special educational needs and disabilities
• diversity and inclusion
• educational policy and practice
• evidence-based interventions
• teacher education and professional development
• universal design for learning