http://joinetr.com/index.php/joinetr <p><strong>Journal of Inclusive Educational Research</strong></p> <p><strong>Aim</strong></p> <p>Educational activities are one of the most important elements that trigger development and increase quality in all areas. For this reason, it is extremely important to investigate the educational activities carried out scientifically in every field, theoretically and practically, and to share research reports. In the digitalizing world, the use of different technologies in education and training activities has become widespread. In this context, the purpose of the journal is; To bring together national and international original scientific studies on the use of educational technologies from all fields with educational technology users and researchers.</p> <p><strong>Scope</strong></p> <p>The journal accepts comprehensive theoretical and applied original research articles on the use of technology in education in all fields and education levels</p> Assoc. Prof. Ali Kürşat ERÜMİT en-US Journal of Inclusive Educational Research 2980-3047 http://joinetr.com/index.php/joinetr/article/view/34 <div> <p class="zeterii"><span lang="EN-US">This study investigates how students with disabilities (SWD) build confidence in learning chemistry within an inclusive vocational school context in Yogyakarta, Indonesia. Employing a qualitative case study approach, data were collected from eight participants through interviews, classroom observations, and document analysis. The findings reveal that SWD confidence emerges through the intersection of three key factors: sustained parental support, responsive instructional strategies, and emotionally safe peer interactions. Parents provided emotional reinforcement and digital learning resources tailored to their children’s needs, aligning with Universal Design for Learning (UDL) principles. The chemistry teacher adapted pedagogical practices through multimodal explanations and personalized pacing, despite limited institutional training. Peer support, when present, reinforced SWD self-esteem and resilience, while a lack of social integration posed risks of psychological exclusion. The study concludes that meaningful inclusion requires systemic collaboration across family, school, and social atmosphere and must extend beyond administrative placement to promote academic identity, autonomy, and belonging. Implications for inclusive pedagogy, teacher development, and school policy are discussed. </span></p> </div> Faiz Novita Isti Amalia Jamil Suprihatiningrum Copyright (c) 2025 Journal of Inclusive Educational Research https://creativecommons.org/licenses/by-nc-nd/4.0 2025-06-30 2025-06-30 5 1 http://joinetr.com/index.php/joinetr/article/view/31 <p>This photo essay visualizes the barriers to inclusive teaching practices in English for Academic Purposes (EAP) within Ηigher Εducation (ΗΕ), as identified through a wide-scale research project funded by BALEAP - The Global Forum for EAP Practitioners. It highlights key obstacles such as inadequate training and awareness among educators, time constraints, and resource shortages. The essay also addresses the lack of diversity among teaching staff and the over-reliance on prescriptive teaching methods. By illustrating these challenges, the essay underscores the critical need for institutions to adopt comprehensive and ongoing support structures, diverse teaching strategies, and inclusive assessment methods to create a more equitable educational environment for all students.</p> Angelos Bakogiannis Copyright (c) 2025 Journal of Inclusive Educational Research https://creativecommons.org/licenses/by-nc-nd/4.0 2025-06-30 2025-06-30 5 1