The purpose of this study was to gain a better understanding of beginning teacher self-efficacy when working with English language learners (ELLs) in mainstream elementary classrooms. Elementary teachers provide instruction for their students during the majority of the instructional day, and supporting students learning a new language while…

Background: In the Asia-Pacific region, around one-third of the children who are out-of-school have a disability and given that teacher readiness and capability are key contributors for inclusive education, it is high time for a mapping of disability inclusive teacher professional development (TPD) interventions in this region. Objectives: The key…

In 1977, Italy adopted a policy to fully include students with disabilities in mainstream classrooms. This study surveyed the attitudes of Italian teachers towards inclusive education 40 years after this reform. The data were collected from 153 basic school teachers using the Teachers' Attitudes towards Inclusion Scale (TAIS). The results indicate…

Background: Although Mauritius has adopted an inclusive education policy for learners with special education needs, it has not yet been implemented. Little is known about how teachers support learners experiencing reading and writing difficulties (RWD) in mainstream government primary schools. Aim: The aim of the study was to describe the…

This study aimed to uncover perceptions of 'inclusive education' using semi-structured interviews with 15 mainstream teachers from the Western Province in Sri Lanka. Thematic coding of the interview data was undertaken using the key principles of Framework Analysis. The main themes that emerged were incongruous conceptual understandings of…

In 2016, the California Legislative Analyst's Office found that Deaf and Hard of Hearing (DHH) students were not being educated effectively in State Special Schools. They recommended that public schools include DHH students in mainstream classrooms. However, no current teacher preparation programs prepare future teachers to educate DHH students.…

This commentary highlights findings from two reviews of research on the preparation and continuing development of regular classroom teachers to teach English language learners. Since both reviews use my "central tasks of teacher learning" framework, the commentary also assesses the framework's usefulness in highlighting areas where…

The empirical literature regarding the nature and outcomes of inservice learning opportunities for mainstream teachers of ELLs reveals that such opportunities give primary emphasis to developing teachers' pedagogical knowledge and skills but also give attention to encouraging teachers to learn about their students, curriculum, and school context;…

The multilingual reality of migration in the 21st century has presented US schools and teacher education programs with pressing challenges: more and more P-12 educators have become de facto language teachers, asked to make their content and classrooms accessible and meaningful to newcomer students whose home language(s) and culture(s) differ from…

It has been a decade since the implementation of Hong Kong's policy of inclusion, that mainstream schools should admit students with special educational needs (SEN). This study reports on music teachers' experiences of teaching SEN students in inclusive music classrooms. Data were derived from a qualitative multiple case study comprising 10…

The Theory of Planned Behavior (TPB) was used to examine relationships between teacher attitudes and behavior toward children with social, emotional and behavioral difficulties (SEBD). One hundred and eleven elementary school teachers completed questionnaires. Teacher perception of their school principals' expectations (subjective norm) predicted…

General education teachers currently have children in their classrooms who are on the autism spectrum. These teachers have had little to no training in either their teacher preparation nor-school based professional development programs in teaching children on the spectrum. The purpose of this paper is to explore teaching strategies that are…

The number of English language learners (ELLs) in the United States has increased dramatically. Given this increase it is vital for teacher education programs at the pre-service level and professional learning programs at eh in-service level to address the needs of ELLs. This article presents a teacher preparation model--"a language-based…

The purpose of this study was to explore the factors influencing the beliefs middle school mathematics teachers have about English Language Learners (ELLs) in mainstream classrooms. One hundred forty-nine middle school mathematics teachers from 11 school systems in Georgia completed the "Middle School Mathematics Teachers' Beliefs about…

Recent studies have suggested that the professional training received by general educators does not adequately prepare them to properly implement inclusion-based practices. The idea of inclusion in practice has not significantly changed the situation of teaching pupils with special educational needs (SENs) in mainstream classes. This study's…