Although well intended, traditional understandings of disability in special education have inadvertently inhibited the development of theory, limited research methods, narrowed pedagogical practice, a

The gap

Consensus across the literature

Supporting evidence — 4 representative gaps

• Education Policy Implementation from the Perspective of Pupils and Students with Disabilities / Provedba obrazovne politike iz perspektive učenika s teškoćama u razvoju i studenata s invaliditetom (2018) · doi

  The negative perception of disability, insufficient knowledge of advocacy for their needs, the lack of consideration for the beneficiary perspective and a low inclusion rate of beneficiaries in the implementation of education policy are the obstacles to an increased participation of pupils and students with disabilities in the implementation of education policy.

  Keywords: implementation education policy negative perception disability insufficient knowledge advocacy needs lack consideration beneficiary perspective inclusion
• Peers with special educational needs and students’ absences (2018) · doi

  In the United States, the federal Individuals with Disabilities Education Act (IDEA) specifies that students with disabilities should be educated in the “least restrictive environment,” yet little is known about how successfully schools have been able to apply appropriate supports, practices and resources so that all students benefit from inclusion.

  Keywords: disabilities students united states federal individuals education idea specifies educated least restrictive environment little known
• Principals' and Teachers' Perceptions of Learning Disabilities: A Study from NARA Prefecture, Japan (2004) · doi

  A factor analysis indicated that five factors underlie perceptions of learning disabilities: changes in the family and social situation, insufficient knowledge of and support for learning disabilities, teachers' abilities and professional development, teachers' situation and governmental issues.

  Keywords: learning disabilities situation teachers factor five factors underlie perceptions changes family social insufficient knowledge support
• Disability Studies in Education (2010) · doi

  Although well intended, traditional understandings of disability in special education have inadvertently inhibited the development of theory, limited research methods, narrowed pedagogical practice, and determined largely segregated policies for educating students with disabilities.

  Keywords: well intended traditional understandings disability special education inadvertently inhibited development theory limited narrowed pedagogical practice