Increasingly, universities and school districts share responsibility for teacher and student learning. Sharing responsibility demands that both institutions work to develop closer relationships through ongoing engagement, dialogue and negotiation. Drawing from Cultural Historical Activity Theory (CHAT), we examined one school/university…

This paper reports on pre-service teachers' preparedness for inclusive education in Bangladesh through measuring their perceived teaching-efficacy, concerns and attitudes towards inclusive education and identifying predictor variables that contribute to those three variables. Using two standardized scales with 1,623 pre-service teachers from 16…

When students with autism, intellectual, and multiple disabilities are included in general education classes their teachers often struggle with identifying meaningful participation opportunities. Too often students are seated in the back of the room, socially isolated from their classmates, taught primarily by a paraprofessional, and without…

This study examined student teachers' attitudes and concerns about inclusive education in Ghana and Botswana. A three-part survey questionnaire consisting of background variables, attitudes, and concerns was completed by 202 students from four teacher training institutions in both countries. One of the institutions was a university and the others…

This paper outlines the findings from one dimension of a large-scale research project which addressed the PL requirements of specialist inclusion/SEN teachers in Ireland. Two aspects relating to the context of professional learning are explored here: the professional learning opportunities preferred by teachers and the professional learning…

This article introduces two innovative teacher preparation programs that emphasize inclusive education at San Francisco State University. The Combined Elementary and Special Education program has as its main goal to provide specialized cross training for special and general educators who work in highly diverse inclusive public school settings. The…

Schools in the United States and schools across majority of countries around the world today face two critical issues: "Inclusion of students with disabilities in general education classrooms" and a contributing factor to success of this inclusion, teachers prepared to use best practices. "Best practices" in education are approaches to teaching,…

All across the country, individuals are being recognized for successfully promoting inclusion in schools. These persons have helped make it more possible for students who have disabilities to participate in meaningful ways with their peers in a wide range of activities. Although the quality of inclusion does indeed depend on many factors related…

This paper reports on a study that examined teachers' concerns and attitude toward inclusive education of students with disabilities in Ghana. A 20 item Attitudes Toward Inclusion in Africa Scale (ATIAS) was completed by 100 teachers from five "Inclusive Project" schools and five Non-Project coeducational basic schools in three different…

This article describes a multiage classroom led by three co-teachers who facilitate the education of 42 students ages six through nine years. The classroom is located in a public school district that practices inclusion and subscribes to the principles of whole schooling. A literature review defines the concepts of co-teaching, multiage education,…

This Australian study examined the emergence of collaborative processes when introducing co-teaching a unit of work into classroom practice. Six teams of regular and special educators at three primary schools (students aged 6 to 12 years) volunteered to systematically reflect on their co-teaching activities to design, implement, and evaluate a…

In this qualitative study we analyzed the experiences of five teachers who were actively committed to practicing inclusion and seeking strategies to provide access and opportunity within the general education classroom. Findings from a long-term qualitative study suggested that teachers' thoughtful planning and systematic teaching created…

This article describes one school's year-long effort to provide equitable access to the core curriculum to a very culturally, linguistically, and academically diverse student body while increasing teachers' needs for responsive professional development by piloting a dramatic change in the special education service delivery system with the support…