Guest editorial: Fostering inclusive approaches for learners with special needs

Citation

Flavian, H. and Alstete, J.W. (2024), "Guest editorial: Fostering inclusive approaches for learners with special needs", Quality Assurance in Education, Vol. 32 No. 4, pp. 529-532. https://doi.org/10.1108/QAE-10-2024-218

Ensuring quality in education is a complex and multifaceted task in today’s rapidly changing world. It has been recognized that promoting quality in education should evolve from educators emphasizing high standards, personalized evaluation and the focus on learners’ well-being and outcomes (Flavian, 2024; Pandit and Pandit, 2016; Rubtsova, 2023). Researchers such as Alhussam (2024) and Naghshbandi and Mosomi Ombati (2014) also highlight the importance of a moral and conscientious approach, as well as the challenges of adapting education to societal needs (Naghshbandi and Mosomi Ombati, 2014; Alhussam et al., 2024). In addition, it is important to emphasize the holistic nature of quality education, which encompasses pedagogical, socio-emotional and cultural aspects, and the need for a coherent learning environment (Alam, 2015, Oliveira, 2024). Mok et al. (2003) underscores the role of quality assurance and school monitoring in achieving these goals.

Inclusive education is a cornerstone of modern educational philosophy and is a powerful tool for promoting equality and empowerment (Pradhan and Naik, 2024). It is a means of realizing the dream of “Education for All” (Saharan and Sethi, 2009), and is rooted in the belief that all students have the right to quality education (Greyling, 2009). Inclusive education is particularly important for vulnerable and marginalized groups, and requires systemic change to accommodate diversity (Flavian, 2024; Kiuppis and Peters, 2014). It rejects the use of special schools or classrooms to separate students with disabilities (Mathias, 2015), and promotes the fusion of special and public education systems (Elsheikh, 2023). Inclusive pedagogy, which considers issues of diversity of all types (Alstete et al., 2024), is crucial for engaging all students in meaningful learning (Ioannidi and Malafantis, 2022). In addition, preparing educators for inclusive education is a key aspect of educational reform (Flavian and Uziely, 2022; Florian et al., 2010).

This special issue titled “Ensuring Learning for Learners with Special Needs: A Holistic Approach to Inclusive Education” in Quality Assurance in Education brings together a collection of insightful research articles that explore various dimensions of this critical theme. These contributions highlight the complexities, challenges and innovative strategies in creating inclusive learning environments that cater to the diverse needs of all students.

A compelling study, Perceptions of Spanish Teachers on Their Initial Training in the Educational Treatment of Diversity, investigates the perceptions of Spanish teachers regarding their initial training in the educational treatment of diversity. This research highlights a significant gap between theoretical knowledge and practical application. New teachers, particularly those in Early Childhood and Primary Education programs, often feel underprepared for the diverse challenges they face in real-world classrooms, and thus, they might focus on just teaching rather than on the quality of their work. While their training is robust in theory, it falls short in equipping them with the practical skills necessary to address the needs of students entering the education system at different stages or those with high intellectual abilities. This study underscores the urgent need for teacher training programs to strike a better balance between theory and practice.

As the number of students diagnosed with ADHD in higher education continues to rise, it becomes increasingly important to adopt neurodiversity-affirming practices. An insightful article, The Neurodivergent College Learner: Faculty Perceptions of Supporting Individuals with ADHD in Higher Education, explores faculty perceptions of supporting ADHD students in higher education, revealing the complexities of the learning process for these students. Key themes such as problem-based learning, time management and the distinction between accommodations and privilege emerge from the study. Faculty members emphasize the necessity of providing meaningful accommodations tailored to the specific needs of ADHD students rather than relying on stereotypical solutions. This research highlights the need for higher education institutions to develop a deeper understanding of neurodiversity and implement practices that genuinely support neurodivergent students, creating environments where all students can thrive.

Digital accessibility is another critical aspect of inclusive education. Accessibility of Digital Systems in Information Retrieval by Users with Visual Impairment evaluates the accessibility of digital information systems for visually impaired users and uncovers significant findings regarding screen reader compatibility, alternative format preferences and digital library navigability. Blind students generally report more positive experiences with accessible content compared to those with low vision. Additionally, prior training in assistive technologies and frequent use of digital libraries significantly enhance accessibility.

A qualitative investigation into the utilization of AI agents in higher education institutions in Lebanon is explored in The Role of AI Agents in Fostering Inclusivity for HEIs’ Students with Special Needs Against Backdrops of the Accreditation Trend. This study reveals that AI can significantly aid in the inclusion of students with special needs by providing personalized support and enhancing the overall educational experience. The transformative potential of AI in creating inclusive educational environments is underscored, advocating for the integration of AI technologies to better support diverse learning needs and promote educational equity.

Inclusive education often involves navigating complex challenges and paradoxes. This special issue includes an ethnographic case study of an innovative and inclusive school in Austria that examines the strategies implemented to foster inclusion, the school’s pedagogical beliefs and classroom practices. Doing Difference Differently? Exploring Inclusion at an Elementary School in Austria reveals a paradox where efforts to include students with special educational needs sometimes inadvertently reproduce hierarchical differences. The findings call for continuous reflection and adaptation of educational practices to genuinely embrace diversity.

Another insightful article, Promoting Inclusivity: Exploring Turkish Language Teacher Identity and Cognition in Special Education for Students with Visual Impairments explores the experiences of English language teachers instructing students with visual impairments in Türkiye. This study examines the formation of teacher identity and cognition within the context of special education, highlighting the influence of personal, social, cultural and educational factors. The research emphasizes the need for specialized training and support for teachers to effectively address the unique challenges of teaching students with visual impairments.

Collectively, these articles underscore the importance of quality assurance in education, particularly in fostering inclusivity and diversity. They highlight the critical need for teacher training programs to bridge the gap between theory and practice, advocate for neurodiversity-affirming practices in higher education and call for the development of accessible digital systems. Additionally, the integration of AI technologies and continuous reflection on inclusive practices are emphasized as vital components in creating equitable educational environments.