Australasian Journal of Special and Inclusive Education
Scope & Guideline
Empowering Education Through Research and Collaboration
Introduction
Aims and Scopes
- Inclusive Educational Practices:
The journal emphasizes research on inclusive educational practices that facilitate the participation of students with disabilities in mainstream classrooms. - Teacher Training and Perceptions:
A significant focus is on teachers' perceptions, training, and professional development related to inclusive education, particularly how these factors affect the implementation of inclusive practices. - Assessment and Evaluation:
The journal explores various methods of assessment and evaluation, including formative assessments tailored for students with disabilities, to ensure equitable educational outcomes. - Student Wellbeing and Support:
Research on the wellbeing of students with disabilities, including their social-emotional learning and support mechanisms, is a core area of focus. - Parental and Community Involvement:
The role of parents and the community in supporting inclusive education is frequently addressed, highlighting the importance of collaboration among stakeholders. - Policy and Framework Development:
The journal discusses the development and implementation of policies and frameworks that promote inclusive education at various levels of the educational system.
Trending and Emerging
- Co-Regulation and Self-Regulation Skills:
There is a growing interest in research focusing on co-regulation and self-regulation skills for students with disabilities, emphasizing their importance for academic success and personal development. - Universal Design for Learning (UDL):
The implementation of Universal Design for Learning is increasingly explored, reflecting a trend towards creating flexible learning environments that cater to diverse learner needs. - Teacher Wellbeing and Support Systems:
Research examining the wellbeing of teachers in special and inclusive education settings is gaining traction, highlighting the need for supportive structures to enhance teacher efficacy. - Parental Involvement in Education:
Emerging studies on promoting parental involvement in the education of children with disabilities indicate a recognition of the critical role families play in successful educational outcomes. - Transition Support for Students:
There is a notable increase in research focused on transition processes for students with disabilities, particularly from primary to secondary education, indicating a growing awareness of the challenges faced during these critical periods.
Declining or Waning
- Traditional Special Education Approaches:
There is a noticeable decline in research focusing solely on traditional special education approaches, as the field increasingly emphasizes inclusive practices within mainstream education. - Disability-Specific Interventions:
Research centered on interventions that are specific to particular disabilities has become less frequent, possibly due to a growing recognition of the need for more holistic and integrated approaches to support all students. - Single-Disability Focus:
Studies that exclusively concentrate on single disabilities are waning, as there is a trend towards examining the experiences of students with multiple or co-occurring disabilities. - Historical Perspectives on Inclusion:
There seems to be a decrease in papers that analyze historical perspectives or past models of special education, suggesting a shift towards more contemporary issues and practices. - Research on Non-Inclusive Settings:
There is less emphasis on research examining non-inclusive educational settings, as the journal increasingly prioritizes studies that explore inclusive environments and practices.
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