An exploration of the factors that influence admission, inclusion and support for learners with special educational needs in international schools

This study explores the factors that can promote (or deny) inclusion and support for students with special educational needs in international schools. It is informed by data collected in a selection of six international schools, located in four different global regions, using a combination of data gathering tools that included teacher questionnaires, semi-structured interviews with the schools’ leadership and SENCOs, and analysis of relevant school documentation.

The findings show that host-state intervention and related legislative requirements were the most significant factors in influencing international schools within specific areas towards adopting more inclusive practices in supporting students with special educational needs. Other important factors were leadership and governance that were committed to the principles of inclusion, and that supported and implemented effective inclusive policies and practices. These were found to influence other factors such as the levels of resources and professional development used by the school for supporting students with special educational needs.