SHOULD SCHOOLS ADAPT TO STUDENTS? What New Research Says About Neuroinclusive Schools Excellent Educator, 3(13), 3-4, 2026 WHAT RESEARCH FOUND Many efforts to support neurodivergent students focus on helping individual children adjust to existing school routines. This study proposes a different approach: schools should be designed to fit learners, rather than expecting learners to fit […]
WHAT MAKES INCLUSIVE EDUCATION SUCCESSFUL? What New Research Says About Building Truly Inclusive Schools Excellent Educator, 3(13), 11-12, 2026 WHAT RESEARCH FOUND Inclusive education has become a major focus of educational reform worldwide, but schools often struggle to translate policy into effective classroom practice. This systematic review analysed 3,663 SSCI-indexed research papers published between 2000
DO TEACHERS’ EMOTIONS SHAPE INCLUSIVE CLASSROOMS? What New Research Says About Teacher Emotional Competence Excellent Educator, 3(13), 13-14, 2026 WHAT RESEARCH FOUND Teachers are often encouraged to use effective instructional strategies to support inclusive education, but this systematic review argues that how teachers understand and manage emotions is equally important. The researchers reviewed 18 empirical
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HOW CAN RESPONSIVE TEACHING TRANSFORM INCLUSIVE CLASSROOMS? What New Research Says About Teacher Responsiveness Excellent Educator, 3(13), 15-16, 2026 WHAT RESEARCH FOUND Teachers regularly respond to students’ academic, social, and emotional needs, but what does it mean to be a responsive teacher? This participatory action research study explored that question by working with teacher candidates,
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Strengthening Parent Roles in Inclusive Education Excellent Educator, Volume: 3, Issue: 8, Page: 5 Summary of Koskela and Sinkkonen, (2025) Academic Insights This study examines parental roles in inclusive education, particularly for students requiring additional support. It identifies varied parental experiences, including active partnership, passive participation, and resistance, depending on how schools engage them. While
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Teacher Beliefs Shape Inclusion Excellent Educator, Volume: 3, Issue: 5, Page: 3 Summary of Woodcock & Anderson (2025) Academic Insights This summary examines how teachers’ understanding of inclusion influences classroom practice and student participation. According to the researchers mostly educators generally support inclusive education, uncertainty about implementation often leads to inconsistent practices. Teachers’ beliefs about
