https://joinetr.com/index.php/joinetr/issue/feed 2025-12-31T20:34:51+03:00 Ali Kürşat ERÜMİT kursaterumit@gmail.com Open Journal Systems <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> https://joinetr.com/index.php/joinetr/article/view/35 2025-12-02T16:01:01+03:00 Laurent Poliquin laurentpoliquin@proton.me Etienne Tvede etienne.tvede@outlook.com

<p>Multilingual classrooms are increasingly common, yet little is known about how they shape participation and executive function for students with autism spectrum disorder (ASD). This mixed-methods study compared 96 children aged 7-10 in three French immersion schools in Winnipeg, Canada, and three multilingual schools in Lithuania, including 34 students with ASD. Standardized measures of executive function (BRIEF-2) and receptive vocabulary (EVIP/PPVT), structured classroom observations, and teacher and parent surveys and interviews were analyzed concurrently. Across contexts, predictable routines and visual schedules were associated with higher working-memory and inhibition scores on the BRIEF-2 and with increased on-task engagement. In Winnipeg, high-fidelity French immersion combined with consistent visual supports yielded the largest vocabulary gains on the EVIP for autistic students. In Lithuania, flexible translanguaging and teacher-supported code-switching were linked to better emotional control ratings and smoother transitions between activities. Rather than opposing immersion and multilingual models, our findings highlight hybrid approaches that combine structure, sensory supports, and targeted flexibility in language use. Such designs appear to promote both participation and executive functioning for autistic learners in inclusive multilingual settings.</p>

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