Quality Assurance in Education: Volume 32 Issue 4

Guest editorial: Fostering inclusive approaches for learners with special needs

Heidi Flavian, Jeffrey W. Alstete

Accessibility of digital systems in information retrieval by users with visual impairment

Fridah Gatwiri Kiambati, Samuel Wanyonyi Juma, Brenda Aromu Wawire

This paper aims to evaluate the accessibility of digital information systems as a key usability attribute in information retrieval by users with visual impairment (VI), to inform…

Doing difference differently? Exploring inclusion at an elementary school in Austria

Josefine Wagner, Nikolett Szelei

The purpose of this study is to highlight a paradox between inclusion/exclusion at the level of the organisation and classroom practices, as well as between general and…

Perception of Spanish teachers on their initial training in the educational treatment of diversity

Raúl González-Fernández, Eduardo García-Toledano Mayoral, Belinda Domingo-Gómez

The purpose of this study is to determine the perception of graduates from teaching degree programs in Early Childhood and Primary Education carried out in Spain in accordance…

The role of AI agents in fostering inclusivity for HEIs’ students with special needs against backdrops of the accreditation trend

Charbel Chedrawi, Nahil Kazoun, Angelika Kokkinaki

This paper aims to study the role of artificial intelligence (AI) agents in creating a climate of inclusion for people with special needs in the higher education sector (HES).

The neurodivergent college learner: faculty perceptions of supporting individuals with ADHD in higher education

Denise M. Nash-Luckenbach, Zahava L. Friedman

The purpose of this study is to understand how faculty members perceive learning needs of the attention-deficit hyperactive disorder (ADHD) student, as they acclimated to and…

Promoting inclusivity: exploring Turkish language teacher identity and cognition in special education for students with visual impairments

Halil Ibrahim Cinarbas, Aysegul Daloglu

This case study aims to enrich research on language teacher identity and cognition by detailing the experiences of English language teachers instructing students with visual…