IJAES is pleased to announce a call for research papers for a forthcoming special issue dedicated to Inclusive Special Education (ISE). This special issue focuses on the comprehensive theory developed by the distinguished Professor Garry Hornby, which synthesizes the philosophy, values, and practices of inclusive education with the specialized interventions, strategies, and procedures of special education.
We invite manuscript submissions—including both conceptual and empirical studies—that explore how ISE theory is understood, enacted, and experienced across diverse educational contexts and systems globally. The primary focus is on general and mainstream education settings where the integration of inclusive and special education practices is most critical for student success.
Aims and Scope
This special issue aims to foster a global dialogue by sharing varied conceptualizations, pedagogical practices, and the cultural or policy conditions that shape ISE worldwide. It is of significant importance to the fields of inclusive and special education as it seeks to expand the theoretical and practical boundaries of ISE in the education of students with Special Educational Needs and Disabilities (SEND).
By examining the synthesis of inclusive and special education, this issue will contribute to a more robust understanding of how to provide effective education for all children, ensuring that students with SEND receive the specialized support they require within inclusive environments.
Key Themes
We particularly encourage abstracts and papers that address the following key themes:
The Role of Teacher Education
Research on the role of initial teacher education and ongoing professional development in fostering a deep understanding of ISE. We welcome papers that explore how teacher preparation programs can build the capability and confidence of educators to implement ISE effectively.
Contextual Factors Supporting or Hindering ISE
Examinations of the systemic and environmental factors—such as school structure, leadership, resource allocation, and professional collaboration—that influence the successful implementation of ISE-based practices. This includes comparative studies across different cultural and policy contexts.
Theoretical Contributions and Frameworks
Papers that offer theoretical contributions to clarify the distinctions, overlaps, and synergies among ISE-based practices for teaching, learning, and assessment. We also invite work that develops or refines related frameworks, including standards, criteria, and indicators for effective ISE implementation.
Submission Guidelines
Manuscripts should be prepared in accordance with the IJAES author guidelines, which can be found on the journal’s website. All submissions will undergo a rigorous double-blind peer-review process to ensure the highest standards of academic quality.
Deadlines
Submission Deadline: [March, 20th, 2026]
Expected Publication: [June, 30th, 2026]
Inquiries
For inquiries regarding this special issue, please contact the Editor-in-Chief or the IJAES editorial office at: editorialoffice@ijaes.org. We look forward to receiving your contributions to this important and timely special issue.