Despite extensive advocacy and research underscoring the benefits of inclusive education, students with Extensive Support Needs (ESN) continue to be predominantly placed in segregated educational settings, making inclusion a "wicked problem" within the field of education. Wicked problems are characterized by complexity, interconnected…

Papua New Guinea confronts unique and complex challenges with national reform policies promoting the increase of children with a disability enrolling in mainstream schools. Despite these policies being introduced in the last two decades, the translation to practice has been slow. In order to equip teachers with the necessary skills, knowledge and…

This article discusses a recent Australian study that examines the relationship between teachers' beliefs in inclusive education and their levels of teaching self-efficacy, which previous research finds is correlated with more effective teaching practices. Whereas inclusion in the United States usually refers to placing students with disabilities…

This qualitative study explored the perceptions of general education and special education teachers regarding the effectiveness of inclusive and co-teaching practices. Perceptions from 28 teachers provided insight on the inclusive classroom setting and the effectiveness of co-teaching practices such as alternative teaching, parallel teaching,…

This qualitative phenomenological research study used purposive sampling to explore the perceptions of general education teachers who teach children with autism in the general education setting. Furthermore, this research study analyzed the effectiveness of ongoing professional development that general educators that instruct children with autism…

Co-teaching requires collaboration between the general and special education teachers. Researchers such as Murawski and Deiker (2008) stress the importance of co-planning, co-instructing, and co-assessing students. With intentional time to co-plan and training, general education and special education teachers can implement a variety of co-teaching…

Danish school reform around inclusive practices became more prevalent in 2014, and efforts to address the needs of children with disabilities increased. One of the primary ways to meet students' needs in an inclusive setting was to move pedagogues out of their traditionally after-school social settings into the general education classroom to…

The inclusion of children with disabilities in physical education (PE) classes is of the utmost importance and is addressed in teacher training programmes through a range of courses, aimed at providing teachers with knowledge and tools for enhancing inclusion in their PE classes. This paper provides a scoping review of research papers on such…

This qualitative descriptive study aimed to explore how pre-service elementary teachers in a college program describe their academic and emotional experiences that influence collaboration in an inclusive classroom setting in a Northeastern Region of the United States. Collaborative practices to support students in inclusive setting have become an…

To strengthen inclusion practices in schools, a mandate was passed requiring special education teachers working at the middle and high school levels to become content certified. The purpose of this research study was to examine the outcome the content/dual certification mandate had on special education teachers' roles in co-taught inclusion…

For decades students with hearing loss have been removed from their non-disabled, same age peers to be educated in separate settings. Segregated service delivery is fueled by several erroneous assumptions that can result in lowered expectations and quality of teaching. This Disquisition (a dissertation in practice model) details an improvement…

This study examines teacher opinions about the education needs of children with normal and special abilities in the same class at a Turkish Republic of Northern Cyprus (TRNC) primary school. Therefore, in order to increase the success of the students studying in the same class, the opinions and suggestions of the teachers were examined and the…

The purpose of this convergent mixed-methods study was to understand the extent to which inclusive practices were explicit in teacher residency curricula and the potential effects of four different urban teacher residency (UTR) programs on perceptions of teacher residents' self-efficacy for implementing inclusive practices in the general education…

The practice of including students with disabilities in art education has existed longer than efforts to increase access to general academic instruction. However, most teacher education programs do not offer sufficient coursework or field experiences in training pre-service art teachers to teach students with disabilities. To examine how…

Students with autism spectrum disorder (ASD) often present with behavioural, academic, and social challenges for which teachers may not have adequate training. The purpose of this study was to assess the usability of an online intervention designed for use by classroom teachers of students with ASD. "[Teacher Help for Autism Spectrum Disorder…