BACKGROUND: Providing inclusive, quality education for all children is one of the United Nations\' sustainable development goals for 2030.
OBJECTIVE: The aim of this study, carried out in France among 491 parents of children with a disability aged 3 to 18 and enrolled in ordinary schools, is to measure the well-being and social inclusion of children and to identify the factors that promote well-being and social inclusion at school.
METHODS: The parents fill in various questionnaires relating to the well-being and social inclusion of their child, the quality of their relationship with the teacher and their satisfaction with the accommodations offered at school. They also provide information about their child and their socio-economic situation.
RESULTS: Regression analyses show that well-being and social inclusion depend on the nature of the child\'s disability and decrease with age but do not significantly depend on child\'s gender and academic level or social background. Furthermore, well-being and social inclusion can be significantly improved when the quality of the parent-teacher relationship and school accommodations are satisfying.
CONCLUSIONS: The results of this study encourage the development of quality parent-teacher relationships to promote well-being at school.

Although school engagement is crucial to child development, research on children with intellectual disabilities in mainstream schools is scant. This sequential, explanatory mixed-methods study examined the ways in and extent to which children with intellectual disabilities participate in mainstream school activities, as well the personal and environmental factors that affect their participation. A total of 101 general teachers provided quantitative data, while eight children with intellectual impairments and their teachers and peers provided qualitative data. In the quantitative survey, no significant differences were observed between children with and those without intellectual disabilities regarding school absence, but a low similarity existed in their extent of participation. Children with intellectual disabilities engaged most frequently in life-skills and after-school activities and least frequently in social and volunteer activities. School participation was affected by the degree of disability and environmental variables. We derived two themes from qualitative research: (1) school participation of children with intellectual disabilities; and (2) factors associated with school participation of children with intellectual disabilities. The results suggest strategies that may promote the participation of children with intellectual disabilities in mainstream schools.

This study examined teacher behaviours, students\' academic engagement, and classroom ecology in mainstream classrooms including children with intellectual disabilities, and examined the differences in academic engagement for students with and without intellectual disabilities. A mixed-method research methodology was employed. The study demonstrated that children with intellectual disabilities exhibited high level of engagement in the following situations: the classroom layout used grouping, the classroom organisation combined groups and independent learning, the learning tasks included reading aloud, copying, watching videos, and doing homework, and teachers paid attention to all students or to children with intellectual disabilities individually and walked around the classroom during lesson time. English was the discipline with most active engagement among children with intellectual disabilities, followed by music, art, science, Chinese, sports, social studies, and mathematics. Finally, academic engagement of children with and without intellectual disabilities was mostly passive. We discuss the factors related to academic engagement of children with intellectual disabilities and provide suggestions for improving their self-management skills and classroom organisation.

This research examines the validity and reliability of the construct variables and indicators of the disability-inclusive disaster risk reduction (DiDRR) model in the school environment. It also aims to determine the contribution of aspects and indicators in measuring variables and confirm the hypothesised model\'s suitability with empirical data. The explanatory research uses the purposive sampling method to collect questionnaire data from principals and teachers (n = 147) of primary schools in Yogyakarta Province, Indonesia. The results showed that the factors responsible for the formation of DiDRR in school include identifying and supporting children with special needs, accessibility, meaningful participation, non-discrimination, strategy and method, collaboration and networking. Although each factor has a significant causative relationship with the DiDRR variable, accessibility is the strongest forming factor. The modified model meets the goodness of fit criteria, thereby leading to a DiDRR model for elementary schools in inclusive settings. The research only considered principals and teachers in Yogyakarta province. Therefore, further research needs to be carried out in other provinces and widen its potential generalisation of findings.
UNASSIGNED: The research identified and examined the shaping factors of DiDRR in schools from the perspective of teachers and principals. Testing of the construct in the DiDRR model is intended to give more valid information about the concepts. It also acts as a guide when implementing it in schools to reduce risk and achieve broader targets for children with special needs and disabilities.

This study evaluates teacher self-efficacy perceptions among students in the Master\'s Degree in Secondary Education and Baccalaureate, Vocational Training, and Language Teaching (MDSE), as well as the variables influencing these perceptions and their connection to the program\'s training. The research sheds light on how self-efficacy affects views on concerns, feelings, and attitudes towards diversity and inclusive education in the current educational landscape. Out of 205 female and 100 male MDSE students surveyed, who are either graduates or nearing completion, data were gathered using the \"Teacher Education in Secondary Education: Key Elements for Teaching in an Inclusive School for All\" (FORPES-IN) questionnaire distributed across Spanish universities. Three primary instruments from the questionnaire were utilized: the Teachers\' Self-Efficacy Short Form (TSES-SF), the Questionnaire for Future Secondary Education Teachers regarding Perceptions of Diversity, and the Revised Scale of Feelings, Attitudes, and Concerns about Inclusive Education (SACIE-R). Findings suggest that the majority of prospective teachers exhibit moderate-to-high levels of self-efficacy. Variables such as non-formal teaching experiences, the reason for joining the MDSE program, and regular interactions with vulnerable individuals, especially in Social and Health Science domains, moderately influence self-efficacy. This study reveals a strong link between the received training and the perceived level of self-efficacy. In particular, participants with higher self-efficacy feel better equipped to handle classroom diversity and rate the MDSE program positively. Areas for enhancement are identified, such as classroom management and diversified assessment strategies. Finally, a positive correlation is observed between high self-efficacy and positive attitudes toward disability, inclusive education principles, and reduced apprehensions about inclusive teaching.

This study examined the associations between teachers\' beliefs and behaviors related to inclusive education (IE) and their evaluations of social and academic competences in students with Autism Spectrum Disorder (ASD) - important indicators of IE. Utilizing the Theory of Planned Behavior (TPB), the research investigated how teachers\' intentions to implement IE and their supportive practices affected the social and academic competences of students with ASD. The study involved 267 teachers from 78 mainstream secondary schools in Hong Kong. Teachers completed a questionnaire assessing attitudes, subjective norms, perceived behavioral control, and intention to implement IE. Information on teachers\' practices supporting students with ASD and their evaluations of social and academic competences of these students was also collected. Structural equation modeling (SEM) was used to analyze the relationships between these variables. Correlation analysis revealed positive and significant associations between teachers\' beliefs, inclusive practices, and their evaluations of social and academic competences of students with ASD. SEM indicated that perceived behavioral control significantly and positively influenced the social and academic competences of students with ASD through teachers\' inclusive practices. This study highlights the vital role of teachers\' control beliefs and inclusive practices in fostering the social and academic competences of students with ASD. By applying the TPB and SEM, the research contributes to understanding how teachers\' intentions and behaviors in implementing IE impact students\' outcomes. The findings offer practical implications for enhancing inclusive education practices for supporting students with ASD in mainstream schools.

Higher education is an increasingly necessary achievement to attain employment. However, even in cases where a student has the academic skills to succeed, educational environments may not support students across all other domains necessary for education success, including social and communication needs. This is especially true for students with disabilities and autistic students, where the rate of completion of non-compulsory education is unknown. We used the Stockholm Youth Cohort (children aged 0-17 years from 2001 to 2011), a total population cohort (N = 736,180) including 3,918 autistic individuals, to investigate the association between autism without intellectual disability and completion of upper secondary education. We assessed the impact of sex and co-occurring Attention-Deficit/Hyperactivity Disorder (ADHD) on this association. By age 20 years (the expected age of completion), 68% of autistic students and 91% of non-autistic students admitted to upper secondary education had completed. In logistic regression models adjusted for student demographics, autistic students had almost five-fold higher odds of not completing secondary school (OR 4.90, 95% CI 4.56 5.26) compared to their non-autistic peers. Autistic students with ADHD had particularly high odds of non-completion of upper secondary school. Autistic students without intellectual disability attending mainstream education are substantially less likely to complete upper secondary education as compared to their peers. These findings have implications for the appraisal of how inclusive school policies serve autistic students\' academic and social needs, ultimately addressing population health and independent living.

The main objective of this person-centred study was to identify profiles of actual and perceived physical fitness among a sample of youth with intellectual disabilities (ID). Participants were 377 youth (60.4% boys) with mild (49.6%) to moderate (50.4%) ID recruited in Australia and Canada. Latent profile analyses revealed five profiles: (1) Underestimation of Average Physical Fitness (5.5% of the sample); (2) Moderate Overestimation of Low Physical Fitness (17.7%), (3) Moderate Underestimation of Average Physical Fitness (31.3%); (4) High Overestimation of Average Physical Fitness (28.3%); and (5) Moderate Underestimation of High Physical Fitness with an Accurate Estimation of Average Flexibility (17.2%). Profiles 1, 2, and 3 relatives to Profiles 4 and 5 included younger participants, more participants with moderate levels of ID, and participants with a higher body mass index. Additionally, profiles 1 and 3 also included a higher proportion of youth pursuing externally-driven motives and less frequently involved in sports outside of the school. In sum, our findings showed that the tendency of youth with ID to rely on upward or downward-lateral social comparisons may have resulted in a depreciation or overestimation of their low levels of physical fitness.

BACKGROUND: Many challenges exist in promoting inclusion in childcare settings. Adequate support from specialized professionals is necessary to create inclusive childcare settings. Understanding which services are being delivered by specialized professionals in childcare contexts is an important first step. The aim of this study was to (1) describe the services currently being delivered by specialized professionals in childcare settings in Quebec (Canada) and (2) seek childcare administrators\' perspectives on their preferred services.
METHODS: An online province-wide descriptive survey was conducted with childcare administrators (n = 344). Questions focused on 11 service delivery dimensions (e.g. professionals involved, children served). Descriptive statistics were calculated.
RESULTS: Childcare settings received services from a median of two specialized professionals (IQR [1-4]). Most services were delivered by early childhood special educators (61.3%), speech-language pathologists (57.6%), psycho-educators (43.6%) and occupational therapists (43.3%). Childcare administrators identified these four services as being particularly supportive. Professionals delivered a median of 0.4 h of service per week in each childcare setting (IQR [0.1-3.0]). A high percentage (91.2%) of administrators reported unmet needs for professional support in at least one developmental domain, with a high percentage (57.3%) of administrators identifying needs in the socio-emotional domain. Most (63.3%) expressed a desire to prioritize services for children without an established diagnosis but identified by early childhood educators as having needs for professional support. Most administrators (71.4%) also preferred in-context services.
CONCLUSIONS: Childcare administrators perceive an important role for specialized professionals in supporting inclusion in their settings. Recommendations emerging are based on the four main professional service needs identified: (1) increasing the intensity and stability of services; (2) providing services for undiagnosed children identified by early childhood educators as having unmet needs; (3) ensuring that services encompassing all developmental domains with a focus on the socio-emotional domain; and (4) prioritizing of in-context services.

Inclusive education involves the interaction of diverse actors from different societal sectors, such as education, health, and policy. Inclusion laws and regulations in Chile are relatively new and have been taken as a regional model. However, the efforts to implement them have revealed some structural difficulties that must be discussed. This conceptual analysis article aims to provide insights to enrich cross-sectoral collaboration to foster inclusive cultures in Chilean schools. Considering the OECD Analytical Framework, which describes a systemic approach, we provide definitions for the critical components of the model and discuss the advances and challenges of current Chilean public policies in this field -including the Chile Crece Contigo and the School Integration Programs (SIP)-, the Chilean education system functioning, the social contexts, and students\' needs and supports based on the available evidence. Building from inclusive education literature and previous experiences, we delve into the model to address the needs of students with disabilities, social and cultural disadvantages, students belonging to the indigenous population, and students with a low socioeconomic level to propose action guidelines with a particular focus on integrating inclusive practices at the school level.