The study aimed to explore the challenges and potential benefits of online delivery in preparing pre-service teachers in the United Arab Emirates (UAE) for inclusive teaching. The study specifically examined their readiness to assist students with special educational needs (SEN) within the K-12 education system. It employed semi-structured…

Although the number of resource provision (RP) classrooms for the education of students with special educational needs and/or disabilities (SEND) in English mainstream schools has increased, very little is known about their functioning and impact. Through collaborative research, based on critical communicative methodology, this study aims to: (1)…

The purpose of this study is to examine the teachers' attitude and knowledge about students with dyslexia and to see whether their attitudes differ according to their socio-demographic characteristics. The study group of this research, which was designed in the relational screening model, is made up of 300 classroom teachers. The participants…

In the last 20 years, increasing numbers of students with educational challenges (SECs) have been included in mainstream schools. Inclusion creates complex classroom situations for mainstream teachers who need to have excellent decision-making skills and the ability to face and resolve ethical dilemmas. College students and pre and in-service…

This article presents the results of a study to determine the strategies used by teachers to include students with special educational needs in regular classrooms, primarily using Cooperative Learning strategies. It aims to identify the factors of inclusive learning in order to enhance the participation and learning of all students in the…

Dyslexia is a controversial concept. In UK universities, the number of students possessing a dyslexia diagnosis continues to increase. Legislation requires that teaching staff adapt their pedagogic practices to effectively include students so diagnosed. These actions depend on lecturers having up-to-date knowledge of what the dyslexia label…

Ensuring pre-service teachers have strong mental health literacy is vital for progress towards an inclusive, effective education system; yet little is known about how pre-service teachers are prepared for practice with school students who present with poor mental health. The original, internationally comparative small-scale (N = 24) qualitative…

We examined the development of pre-service teachers' self-efficacy beliefs and attitudes towards inclusive education through first teaching experiences during a 4-week practicum. Additionally, we assessed the burnout-related variables (job-related satisfaction and exhaustion and perceived competence support during the practicum). Whereas t-tests…

As several countries have committed themselves to the promotion of inclusive school systems, teachers might feel overwhelmed by the additional competencies needed for inclusive teaching. Beyond an increase in specialised knowledge, these competencies include a coherent belief system to facilitate the adoption of inclusive practices. Currently,…

In this preliminary study, we explored preservice and in-service teachers' sense of teaching self-efficacy with a well-established questionnaire and a newly adapted implicit measure of the self-concept Single-Target Implicit Association Test. Teaching self-efficacy is an important construct when it comes to the handling of culturally heterogeneous…

The inclusion of pupils with special educational needs (SEN) in schools is an ongoing challenge -- it demands the development of an adapted teaching and learning environment, which, in turn, requires a corresponding teacher education programme. Studies indicate that personal characteristics of the respective teachers are one of the main…

How parents perceive their children's educational prospects can reveal a great deal about how their children will progress in the educational system. The paper examines the consequences of variations in inclusive education practices by investigating determinants of parents' educational expectations for their child. All parents included in the…

This study examined the psychometric properties of the German version of the Teacher Inclusive Education Self-Efficacy Scale (TIESES). Five hundred and nineteen teacher education students from Austria and 765 teacher education students from Germany participated in the study. Results of a multiple-group confirmatory factor analysis (for the two…

There is a growing awareness of the value of using pupils' voices in educational research. At primary and second level, the principle of pupil voice has gained in profile over the last decade. However, in higher education, the use of voice in research collaborations remains under-theorised and under-utilised. This paper reports on an inclusive…

Successful implementation of inclusive practices depends mainly on teachers' attitudes towards children with special needs and their inclusion, and teachers' willingness to work with children with special needs in their classrooms. Experiences teacher candidates have during pre-service stage might influence their perceptions towards children with…