Following the United Nations Convention on the Rights of Persons With Disabilities, questions concerning the joint education of students with and without special educational needs remain to be answered. Currently, there is a need for knowledge about the necessary conditions for a successful implementation of inclusive education. Thus, the aim of the present study is to identify conditions for the implementation of inclusion that are seen as necessary by primary school principals. Therefore, 32 primary school principals were interviewed. The results of the interview study reveal that factors like personnel, financial and material resources as well as building infrastructure in primary schools are seen as important requirements for the successful realisation of inclusive education. Apart from that, the importance of attitudes towards inclusion and sociopolitical conditions for the realisation of inclusion became apparent. Further conditions, which are mentioned from the interviewed principals’ point of view, are related to teacher training, appropriate class sizes and, for example, opportunities for exchanging information. The results of the study indicate that there are essential obstacles as perceived by primary school principals that can impede the implementation of inclusion in primary schools.

Resource Teachers: Learning and Behaviour (RTLB) work with teachers to identify learning and behaviour needs of students who experience barriers to educational success. The language RTLB use can have a significant impact on teachers’ response to the inclusion of students with special learning needs and is key to improving educational outcomes for all learners. We examined the extent to which RTLB in New Zealand used inclusive, strengths-based language in initial meetings with teachers and whether shifts could be made through professional learning and development (PLD). Data collected included audio recordings, transcripts of initial meetings pre- and post-PLD, RTLB reflections on both transcripts, and questionnaires. Results indicate limited use of inclusive, strengths-based language prior to PLD. However, PLD that provided targeted opportunities to reflect on evidence of language behaviour and to practise requisite skills markedly increased RTLB awareness, knowledge, and skills with respect to inclusive, strengths-based language. Findings indicate that change often requires disrupting long-held beliefs and practices and a need for evidence of these to be able to do so. The findings have implications for the type of in-depth PLD needed to facilitate change in the language RTLB use when working with teachers.

There are various models for supporting students with disability and their teachers in mainstream schools. In New South Wales, each school has a learning and support teacher allocation and the New South Wales Department of Education recommends each school have a learning support team. This paper draws on in-depth interviews with school staff from 22 schools, including 16 learning and support teachers, 20 class teachers, 25 school executives and other stakeholders. We report here on the role of learning and support teachers and learning support teams in planning, implementing and evaluating adjustments and on the operation of learning support teams. Qualitative analysis of the interview transcripts revealed two kinds of learning support teams: those that focus on a particular student and those that oversee the education and resource provision for all students with disability in a school. Some teams had more of a focus on administration and resourcing, while others dealt more with educational adjustments. Similarly, some learning and support teachers were more involved in administrative and liaison roles, while others were more active in supporting teachers and providing services directly to students. The most detailed descriptions of support were provided by learning and support teachers with special education qualifications.

Teacher–student relationships are critically important for student engagement and learning. Increasingly, children with additional behavioural, physical, communication, and learning needs are supported in the classroom by teacher aides working alongside teachers. Although the teacher aide role is often described as relational, few studies have explicitly examined the nature of the teacher aide–child relationship. This exploratory study in primary schools in Aotearoa New Zealand addresses this gap. Seven teacher aides were interviewed, and thematic analysis was used to construct common themes. The findings show that aides have time to individually know and care for each child and so develop a special relationship that is distinct from other relationships at school. In addition, the relationship is seen as essential to meet the child’s needs and thus enable them to engage in their learning. The teacher aides impact positively on the child’s sense of belonging, emotions, and wellbeing, which act as pathways to student engagement. Further research is needed to explore how these special and essential relationships can be optimised, and, in collaboration with teachers, improve the short- and long-term psychological, social, and educational outcomes for children.

The digital training of teachers in general, and especially special education teachers, has become a key axis for transforming the education system in favour of quality education, equality and equity. This study provides a systematic review of the literature in four databases (Scopus, ERIC, Dialnet and Web of Science) on the level of digital competence of special education teachers during the period 2010–2021. A total of 25 studies were analysed. The results were organised according to the description of the studies (year of publication, country of production, methodological approach) and the conceptual analysis of the network, which allowed us to assess the impact, challenges and opportunities of the digital competence of special education teachers. The main results of the review show digital competence as a pending subject for special education teachers. In this sense, this review includes suggestions that can be carried out when developing training actions to improve the level of digital competence of special education teachers. This training is crucial for the learning and academic success of students with special educational needs.