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The European Higher Education Area (EHEA), established after the Bologna Declaration with the goal of its implementation by 2010, presents areas for improvement in fulfilling its principle of inclusive and quality education for students. After over a decade of development, a systematic review on the inclusion of students with disabilities was conducted using the Preferred Reporting Items for Systematic review and Meta-Analysis method to understand the interest in this area, measured by the volume of publications, the methodology employed and the themes addressed. The results indicate a high level of research interest, with a tendency towards quantitative investigations and six areas of focus: perceptions and opinions of students with disabilities, attitudes and perceptions towards disability, professional development and teacher training, accessibility and technology in higher education, policies and programs for students with disabilities and barriers and adjustments in the university environment. A common focus emerges, highlighting the existing challenges in achieving a fundamental right: the right to inclusive and quality education within this space. Future research through more extensive and diverse studies is crucial to substantiate the existing findings and apply the identified measures required for enhancing inclusion.

Ziegler's framework of educational and learning capital offers a systemic perspective for understanding the factors that influence the development of students with high abilities. By identifying and addressing these different types of capital, educators and policymakers can create interventions and policies that promote equity and success for all students. The Mexican educational system has made efforts to address these capitals, such as the Program for the Educational Attention of Children and Youth with High Abilities and/or Specific Talents. In Mexico, a formal identification process is carried out for students in basic education, which is the first step for intervention with children and adolescents with high abilities. There is also an official intervention for this population under the modality of enrichment and early certification, accreditation, and promotion. Additionally, there are globally recognized initiatives related to STEAM education (Science, Technology, Engineering, Art, and Mathematics). The primary purpose of the present work is to describe the educational attention provided by the Mexican Secretariat of Public Education to students with high abilities, from the perspective of Ziegler's Actiotope Model of Giftedness. The results indicate that Mexico has made significant investments in strengthening Special Education services. These findings highlight the importance of economic and cultural sub capitals in the development of effective educational programs.

This study aims to examine how entrepreneurial education (EE), innovativeness (INT), technological adaptability (TA), and self-management (SM) shape the risk-taking behavior (RTB) and intention to become entrepreneurs of university students. Additionally, it intends to explore the influence of risk-taking behavior (RTB) as a mediator and family support (FS) as a moderator. This study utilized a quantitative methodology to gather data from a cohort of 396 university students. The data was collected by a survey questionnaire that employed a seven-point Likert scale. The sampling method used was convenience sampling. We utilized structural equation modeling (SEM) to examine and interpret the data. The findings demonstrated a direct relationship between each independent variable and risk-taking behavior as well as entrepreneurial intentions. The proposed variable and entrepreneurial intentions are significantly mediated by risk-taking behavior. Furthermore, there is a favorable correlation between risk-taking behavior and entrepreneurial intention when family support is present. This study covers literature gaps on entrepreneurial intentions by thoroughly investigating interconnected variables including self-management, innovativeness, technological adaptability, risk-taking behavior, and entrepreneurial intentions. The study evaluates the impact of these determinants, explores risk-taking behavior as a possible mediator, and explores the moderating effects of family support.

This study explores experiences of Swedish teachers implementing differentiated instruction (DI) for gifted students and their peers in mixed-ability classrooms. The rationale is to increase knowledge of this type of instruction and foster inclusive classrooms. Ten teachers (N = 10) experienced in DI and teaching gifted students were interviewed using a qualitative research design. Inductive content analysis delineated ten categories: (1) detecting and valuing differences, (2) creating a safe and joyful classroom, (3) assessing students' knowledge, (4) clarifying goals and encouraging students' ownership of learning, (5) instructing students in study skills, (6) promoting peer-to-peer interactions and group work, (7) engaging all students from the outset, (8) using flexible and open tasks, (9) providing multimodal tools alongside schoolbooks, and (10) presenting and valuing different outcomes. These categories emphasise both fundamental principles and practices at a classroom level, and constitute a DI cycle. They offer insights for implementing - or further developing - DI for gifted students and their peers in mixed-ability classrooms and are relevant to pre-service teachers, educational practitioners, policymakers, and researchers. This study examines how ten Swedish teachers instruct gifted students and their peers in mixed-ability classrooms by employing differentiated instruction (DI). DI is about varying content, processes, products and places for learning in a classroom so that the instruction suits each and every student. Based on interviews with these teachers, the study presents important DI principles and practices. The principles include creating a safe and joyful classroom, assessing students' knowledge and instructing students in study skills; the practices, engaging all students from the outset and using flexible, open tasks. When the teachers adopt these DI principles and practices, they find that all students are given opportunities to further develop their knowledge and thrive. DI also fosters inclusive classrooms. This study is relevant to teachers, school leaders, policymakers and anyone interested in making education more inclusive. It can form basis for discussion and decision-making.

Assessment is seen as a central basis for inclusive education and classroom accommodations. Current research shows that inclusive forms of assessment are of exceedingly highlighted importance, so that teachers can differentiate their lessons according to the students' needs. However, how curricula in Germany respond to this aspect, is widely unknown. From this perspective, the core curricula of all German federal states for the subject of German and the secondary level one were analysed using the Grounded Theory Methodology. The research question was: What forms of assessment are implemented in German core curricula and in what ways? The results of this study show one shared understanding of inclusive assessment (including summative and formative assessment) along all federal states. Comparisons however also show that there are differences between the curricula of different school forms, within as well as between different states. These differences include specifications of summative and formative assessment, terminology used and practical guidelines. Overall, it is shown that there is no common approach as to how to ensure that inclusive assessment is actually practised. In this article, these results will be presented and elaborated on in light of the national and international importance of incorporating inclusive assessment in school curricula. Curricular documents offer an important foundation for teachers' day to day lesson design. At the same time, inclusive assessment proves to be essential for the adaptation of their teaching practices. However, it is unclear how assessment is embedded in German curricula. In order to address this uncertainty, this article presents an analysis of the curricula for the subject of German in all German federal states and for the secondary level one (grades 5 to 10). The analysis especially focused on inclusive forms of assessment. It is shown that the integration of inclusive assessment varies greatly between the federal states and different types of schools. The significance of the results are discussed in the context of curriculum design and relation to the international discourse on curricula. The analysis shows that segregated school systems appear to be particularly challenging for inclusive assessments.

This paper deals with the experiences of parents participating in meetings or other discussions at schools where their children's support for learning is planned. In inclusive education, cooperation between school and home should be a confidential relationship. Despite intentions to develop legislation and practices for home-school collaboration, the system does not appear to be robust because in the realization of the support varies between schools and districts. In this study, phenomenographic approach was used to reveal how the experiences of the interviewed parents varied. The context of research is Finnish elementary school attended by students aged 7-15. Altogether, 11 interviews with parents of students with need of support were conducted. In this study, we present four types of experiences of parental involvement: equal partners, satisfied followers, active opponents, and cynical defendants. The parents reported experiences of fluent cooperation situations and confidential relationships with school personnel, but the quality of cooperation was not consistent. This finding indicates that attention should be paid to developing the practices to enhance collaboration and interactional skills among school personnel working with parents so that reciprocal confidence can be reached.

Research on immigrant children's education highlights the need for effective teaching strategies, particularly in mathematics, which often acts as a gatekeeper for academic advancement. This study implemented an eight-week arithmetic intervention in a preschool class, targeting low-performing immigrant children. The intervention group was taught using a direct instruction teaching model, while the control group received teaching as usual. Using a quasi-experimental design, trained teachers conducted 24 sessions of 30 min each, with small groups of students. The intervention helped children transition from informal to formal mathematics concepts, focusing on number relations and operations. Immigrant pupils particularly benefited, showing improved understanding through the targeted instruction compared to the control group receiving regular lessons. The result suggest that basic arithmetic progress can be improved by immigrant pupils through intensive practice in preschool class.

Students with disabilities experience poorer overall health and engage less in physical activities.Although the school subject Physical Education (PE) should employ an inclusive approach, students with disabilities risk poorer conditions for participation compared to other students. Thus, the purpose of the study was to explore how students with and without disabilities and PE teachers perceive the PE subject and how inclusive teaching can be designed. Research in collaboration with two schools was conducted. 60 students aged 10-12 years and three teachers were included, using qualitative methods. The inclusive model Guiding Peers (GP) was applied in PE, in collaboration between researchers, teachers, and students. The focus of this paper is the interviews conducted with students and teachers, and how they perceived working with the GP model. Three themes emerged: joyful lessons, individual adaptations, and equalizing normative differences. By focusing on GP, inclusion was systematically implemented, involving students and teachers. Thus, the methodology supports students' and teachers' strategies to deliberately apply inclusion in PE. The project advances our understanding of critical elements that enable students with disabilities to obtain the necessary resources to engage in PE. The relationship between teacher-students and student-students becomes crucial to fostering a positive, inclusive social climate.

This qualitative exploratory study assessed the implications of market forces on the academic performance of students with disabilities in public secondary schools in Kamuli Municipality. Specifically, the availability and accessibility of instructional materials influence the academic performance of students with disabilities, the availability of competent teachers on the academic performance of students with disabilities, and the influence of external support from different stakeholders on the academic performance of students with disabilities. Using Interviews, responses from teachers and selected students were acquired. Findings indicate that access to instructional materials, assistive technology, and individualised education programs significantly improve academic performance for students with special needs. External forces, such as government and parental partnerships, play a crucial role in providing these resources and training teachers. Schools should foster collaboration among teachers, parents, and students to implement individualised education programs. Investing in teacher training, resources, and partnerships with external organisations can create an inclusive environment. The study concluded that market forces, specifically instructional materials, competent human resources, and external support, have a significant influence on the academic performance of students with disabilities. The study recommends that stakeholders should work towards ensuring that students with disabilities in secondary schools study in a conducive environment.

There are currently a large number of studies that focus on analysing the difficulties encountered by students with disability at university. However, there is a need for more knowledge about the coping strategies that students find helpful and how universities can promote and support their use. This systematic review analyses the scientific literature on coping strategies used by university students with disability during their academic careers. The review analyses 17 studies that included a total of 674 students with disability as participants and analysed their coping strategies. The results of the analysis of these studies compiled the different types of coping strategies that participants used to successfully complete their studies. In addition, recommendations are drawn for Higher Education institutions to improve the academic experience of students with disability through the promotion and support of these strategies. The results of this study highlight the reality of the hardships experienced by university students when having to make certain efforts due to their disability, as well as the need for institutions to offer greater support to facilitate their university experience.