https://journals.bilpubgroup.com/index.php/jiep/issue/feed 2025-08-04T14:37:33+08:00 Editorial Office editorial-ier@bilpublishing.com Open Journal Systems <p>ISSN: 2630-516X(Online)</p> <p>Email: editorial-ier@bilpublishing.com</p> https://journals.bilpubgroup.com/index.php/jiep/article/view/11476 2025-08-04T14:36:15+08:00 Zachary Pietrantoni zachpiet@gmail.com Szu-Yu Chen dchen@paloaltou.edu Caroline Vollaro cvoll004@fiu.edu Christopher Cheung ccheung@fiu.edu Maria Jose Gavilanes mgavi023@fiu.edu

<p>School counselors-in-training are required to develop attitudes, knowledge, and skills throughout their training programs to address child maltreatment. Diversity might influence how school counselors-in-training acquire this information. This study examines how school counselors-in-training address cultural considerations in child maltreatment. We utilized a multiple case study to interview three school counselors-in-training who were completing their internship. We identified five themes and four sub-themes from the data. The five themes were (a) context, (b) awareness, (c) perceptions and beliefs, (d) training development, and (e) family support. The results provided context to how school counselors-in-training consider cultural differences in addressing child maltreatment. </p>

2025-04-09T00:00:00+08:00 Copyright © 2025 Zachary Pietrantoni, Szu-Yu Chen, Caroline Vollaro, Christopher Cheung, Maria Jose Gavilanes https://journals.bilpubgroup.com/index.php/jiep/article/view/11477 2025-08-04T14:37:33+08:00 Zachary Pietrantoni zachpiet@gmail.com Jonathan Chitiyo chitiyoj@pitt.edu Yi-Wen Su yiwsu@pdx.edu Szu-Yu Chen dchen@paloaltou.edu Abigail Stephenson astep066@fiu.edu Ailen Fleites aflei035@fiu.edu

<p>Inclusive education provides a learning environment that enriches learning of all students. Attitudes about inclusive education are essential to its implementation (Sharma et al., 2021;^[18]&nbsp;Wray et al., 2022).^[²¹^]&nbsp;Therefore, school practitioners need training to advance their attitudes, knowledge, skills, and actions&nbsp;(Sharma et al., 2021;^[18]&nbsp;Wray et al., 2022).^[21]&nbsp;This study examines the pre-service school practitioners' training and perceived competence in inclusive education for students with special needs. We developed a survey aimed to gain insight into training and perceived competence. Survey results related to training suggest that teacher education and special education majors might benefit from additional training in universal design for learning, co-teaching, and flexible grouping, where school counselor majors might need more training in all categories of inclusive education. Survey results related to perceived competence results suggest that most pre-service school practitioners perceived themselves to be very capable of implementing inclusive educational practices.</p>

2025-04-21T00:00:00+08:00 Copyright © 2025 Journal of International Education and Practice