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This paper aims to report process findings of two online inclusive research projects with people with intellectual and developmental disabilities (IDD). It includes a discussion of the potential benefits and barriers of online inclusive research and its impact on the future of inclusive research.

Two researchers describe the transition of their inclusive research projects from in-person to online formats and highlight how they operationalized the principles of inclusive research throughout these transitions.

Potential benefits of inclusive research include enabling participation of research participants with IDD when in-person methods are not safe or feasible, increasing participant control of the research environment, stimulating participants’ online skill development and reducing geographic and support barriers to participation in research. A barrier to participation in online inclusive research includes people with IDD’s lack of access to online spaces and Web-enabled devices. Additionally, people with IDD have support and communication needs that are not always accommodated by online skills training and access to the internet. To conclude, inclusive researchers need to develop skills and reflexivity specific to online research environments.

Inclusive online research with people with IDD brings unique ethical and methodological challenges that have not been well explored in the literature. Engaging people with IDD in research using online tools expands the terrain of inclusive research, opening possibilities for even greater inclusion and participation.

Inclusive abstract

Two researchers could not do their research studies because of the pandemic. They did them online. The studies were with people with disabilities.

Being online can make it easier for people with disabilities to be a part of a study. They can choose how to be a part of the study. They can also learn more skills.

Being online can be hard for people with disabilities. Some do not have a computer or smartphone. Some do not know how to use them. Researchers may not know how to help people with disabilities to be a part of an online study.

Inclusive leadership is exhibiting signs of an emerging field of theory and practice. The purpose of this research is to systematically map this emergence and its various facets.

Citation information from 91 records on inclusive leadership were extracted from Scopus and analyzed using a series of citation and co-word techniques.

We identified six clusters of keywords that underpin the current state of research on inclusive leadership. We also unraveled a trend that suggests research on inclusive leadership is moving from a simple approach to leadership on healthcare and education to become a universally desirable style of leadership in parallel with the global increase in the importance of diversity and inclusion.

This study is the first attempt to develop a complete map of the domain of inclusive leadership. It also provides management researchers and practitioners with a tool for evaluating inclusive leadership publications and provides a systematic and objective means of determining the relative importance of the field in the development of the inclusive leadership research.

Bibliometric literature review (Meta analytic review)

Seeing inclusive education as a process of removing barriers and dis-abilities and to foster participation and learning for all students in educational organizations (Ainscow & Sandill, 2010; Florian & Beaton, 2018), research approaches and perspectives are valuable for sustaining a theoretically, analytically and methodologically consistent perspective on social order and structural barriers as well as on their transformation. This analytical research perspective challenges researchers to reflect on the positionality and normativity of their research as well as the problem of reification of deficit-oriented categories in educational research (Messiou, 2017). The chapter analyses how the problem of normativity and reification is addressed in the practice of international qualitative research and publishing, in regard to inclusive education. It endeavours to provoke critical thinking about how inclusive education research can target these challenges by discussing interpretative and reconstructive research approaches. Hence, the paper explores how to develop ways of analysing processes and practices regarding inclusion and exclusion.

This chapter reflects on how ethics was managed in Basque educational ethnographic research. Specifically, it addresses researcher positionality when relating to research collaborators in an attempt to manage inclusive ethics in situ. Nowadays, most research is evaluated by an ethical review board that ensures adequate research practice. However, unexpected fieldwork events need to be managed in the field, and this chapter addresses the impact of these events on the relationship between researchers and collaborators. Influenced by a post-qualitative stance we posit that research collaborators should be included in the research process. It reflects on the data collected during an ongoing ethnographic study with higher education students. The method used includes several interview meetings between researchers and collaborators, multimodal representations of collaborators' learning, and participants' self-observations. In the interviews, participants' discourses, representations, and self-observations were collaboratively analysed. The ethnographic data from these meetings show how researchers use a collaborative approach to practise ethics. Through such meetings, the knowledge derived from the ethnographic data is co-constructed in a research relationship where participants engage in dialogue and negotiation about the discourse created around them. Based on this relationship, we propose the concept of inclusive ethics as a process requiring an honest, inclusive, and collaborative relationship with the research subject.

The past three decades have witnessed an upsurge in inclusive education research and practice informed by a variety of epistemologies. This chapter is set against the backdrop of contemporary theorising of inclusive education research and practice. The key focus is to discuss the habitus, capital, doxa and field concepts of Pierre Bourdieu and their place in previous, present and future inclusive education scholarship. In the light of this undertaking, the chapter makes contribution to knowledge in terms of making theory visible through practice.

The origin of this chapter lies in a presentation by a colleague whose work I admire. Drawing on their extensive experience, they have developed guidance for schools to support children with special educational needs. Their conclusion was that teachers could adopt an eclectic approach, utilizing and combining different interventions as appropriate. The notion of utilizing different teaching approaches to facilitate inclusive education seemed accepted as unproblematic. However, I began to wonder about what happens when teaching approaches are based on conflicting views about the nature of how children learn. This led me to consider a more fundamental question. Do teachers’ own beliefs about how knowledge is created and how children develop (their personal epistemological beliefs) have an impact on their practice and children’s experiences in inclusive classrooms? Answering this question leads to the ethical issue of whether all ways of thinking about how children learn are compatible with teaching in inclusive schools, and the consequences that arise in seeking an answer.

This research aimed to determine how and why inclusive leadership is effective in innovative work behaviors (IWBs). For this purpose, a conceptual model including inclusive leadership, IWBs, psychological resilience capacity and leader–member exchange (LMX) has been proposed.

To test the proposed model, a questionnaire was administered to the employees of a Turkish telecommunications company located in Istanbul and Ankara. Data obtained from 459 employees selected by convenience sampling method were analyzed using SPSS-24 and PROCESS macro.

The results show that inclusive leadership has a positive effect on IWBs through psychological resilience capacity. Additionally, it has been determined that LMX plays a moderated mediation role in this relationship.

The research model, which is a new attempt in the literature, contributes to filling a significant gap in leadership research and presents a holistic perspective to readers and practitioners in understanding the effects of the inclusive leader on IWBs by testing the moderated mediation effect of LMX.

There has been a growing number, though still modest, of organizations in Vietnam context that hire employees with disabilities and build disability inclusive management practices and disability diversity climate for them to engage in their work roles. The purpose of this paper is to investigate how disability inclusive HR practices contribute to work engagement of employees with disabilities working in Vietnam-based information technology (IT) industry.

The research model was tested through the data collected from employees with disabilities and their direct supervisors from IT companies based in Vietnam.

The data analysis revealed that disability inclusive HR practices influenced employees with disabilities to engage in their work activities through organizational identification as a mediator. Moral leadership exhibited a positive interactive effect with disability inclusive HR practices in promoting organizational identification of employees with disabilities and, in turn, their work engagement. In addition, employees’ idiosyncratic deals were found to serve as an individual enhancer for the link between their organizational identification and work engagement.

This research sets a milestone for more empirical inquiries on disability-oriented antecedents at both organizational and individual levels that can foster work engagement of employees with disabilities.

The purpose of this paper is to investigate the effect of inclusive leadership on team climate. Drawing on the social exchange theory (SET), this study proposes a theoretical model in which (1) inclusive leadership enhances team climate, (2) the moderating effect of team power distance and trust in leadership in the relationship between inclusive leadership and team climate.

A quantitative research method was applied, with a survey of 247 Nigerian employees nested in 59 teams in multiple small manufacturing firms across diverse industries widely distributed into textile, furniture, bakery and palm oil production firms. The partial least square structural equation modelling was used to test the study's proposed hypotheses.

The results revealed that inclusive leadership has a positive and direct effect on team climate. Also, this study found that (1) team power distance positively influences the relationship between inclusive leadership and team climate; and (2) trust in leadership positively influences the relationship between inclusive leadership and team climate.

This study affirms the explanatory power of SET to investigate inclusive leadership and team climate at the team level. Also, the study utilised the SET to confirm the significance and value of team power distance and trust in leadership in the relationship between inclusive leadership and team climate at the team level in the Nigerian context.

The paper examined the relationship between inclusive leadership and team climate with team power distance and trust in leadership as moderators. The findings suggest that inclusive leadership play a paramount role in understanding team climate among small manufacturing firms. Moreover, the findings can be applied in organisations by creating different assessment mechanisms, e.g. webinars and training sessions, to encourage effective inclusive leadership behaviours in fostering a team climate for creativity and innovation.

The main contribution of this current research to knowledge is on the examination of the distinctive leadership style that influences team climate. The study indicates that when team members are allowed to fully contribute to the team, inclusion is promoted among group members, and trust in leadership is strengthened, which increases their perception of team climate within organisations.

In this article, we highlight ways in which disability critical race theory (DisCrit) (Annamma et al., 2013), inclusive education and community-based participatory research (CBPR) can be used within professional development schools (PDS) to provide students with disabilities with more access to inclusive classrooms. At a grade 4–6 elementary school, we developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms. We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model. Findings suggest this model had a positive impact on administrators’ and teachers’ critical consciousness, ideological and instructional practices, students of color with disabilities’ social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice. This study can inform tailored professional development efforts to improve educators’ inclusive practices.

We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model.

The findings of this study suggest this model had a positive impact on administrators’ and teachers’ critical consciousness, ideological and instructional practices, students of color with disabilities’ social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice.

This study can inform tailored professional development efforts aiming to improve educators’ inclusive practices.

We developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms.