Relevant bibliographies by topics / Inclusive school teacher

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Inclusive school teacher'

Author: Grafiati
Published: 7 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Inclusive school teacher"

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Baranauskienė, Ingrida, and Diana Saveikienė. "PURSUIT OF INCLUSIVE EDUCATION: INCLUSION OF TEACHERS IN INCLUSIVE EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 39. http://dx.doi.org/10.17770/sie2018vol1.3385.

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By focusing on teachers’ approach, the article analyses one of the most relevant issues of today’s realities of education – the inclusive education. The following is an important task for politicians for education, school leaders, teachers and greatly affects and influences the life of families with children with disabilities. Object of the research: inclusion of teachers in inclusive education. Aim of the research: to examine aspects of teachers’ inclusion in inclusive education by implementing the statistical analysis according to The Teachers’ Attitudes Toward Inclusion Scale (TATIS) survey
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MISKALO, Adriana Lígia, Roseneide Maria Batista CIRINO, and Denise Maria Vaz Romano FRANÇA. "TEACHER TRAINING AND SCHOOL INCLUSION: AN ANALYSIS FROM TEACHERS' PERSPECTIVES." Boletim de Conjuntura (BOCA) 14, no. 41 (2023): 516–36. https://doi.org/10.5281/zenodo.7963543.

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This study surrounds the theme of teacher education, articulating, above all, the demands experienced by teachers regarding school inclusion. Thus, this study aims to understand the importance of teacher training focused on inclusive education. This is a bibliographic research articulated to field research with a qualitative analysis approach. The instrument used to collect data was a semi-structured interview with 10 teachers, the data collected was organized to perform the analysis based on Thematic Analysis. The research showed that a significant number of teachers did not experience, in th
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Pasaribu, Rhendivan, Usman Radiana, Luhur Wicaksana, and Claudi Dominico Panggoning Salarasati. "PERAN KEPALA SEKOLAH DALAM PENYELENGGARAAN PENDIDIKAN INKLUSIF DI SMP NEGERI 4 JELAI HULU." Manajemen Pendidikan 18, no. 2 (2023): 165–76. http://dx.doi.org/10.23917/jmp.v18i2.23289.

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This research illustrates the important role of the head of school in providing inclusive education in remote areas. School leaders have a central role to play in leading schools towards a vision of inclusive mission, influencing teacher performance, and creating an inclusive educational environment. Effective school leaders are able to analyze situations, make strategic decisions, and design inclusive educational programs that are tailored to the needs of students with special needs. School leaders also play a role in motivating and empowering teachers to support inclusive education. However,
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Bērziņa, Ženija. "School-Based Mentoring for Professional Development of Inclusive School Teachers." Journal of Teacher Education for Sustainability 13, no. 1 (2011): 72–83. http://dx.doi.org/10.2478/v10099-011-0006-0.

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School-Based Mentoring for Professional Development of Inclusive School TeachersBecause of the importance and the complexity of inclusive education, the implementing of a new teaching method in fifteen schools of four regions of Latvia was integrated with school-based teacher mentoring in a two-year project. A new method of teaching basic concepts for children with learning disabilities was a crucial part of in-service teacher training mentoring programme. This paper illuminates mentors' and teachers-mentees' perceptions on the impact of mentoring on their teaching at the primary school level.
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Scheer, David, Markus Scholz, Astrid Rank, and Christian Donie. "Inclusive Beliefs and Self-Efficacy Concerning Inclusive Education Among German Teacher Trainees and Student Teachers." Journal of Cognitive Education and Psychology 14, no. 3 (2015): 270–93. http://dx.doi.org/10.1891/1945-8959.14.3.270.

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This survey aims to investigate the beliefs and self-efficacy of preservice teachers in Rhineland-Palatinate, Germany, concerning inclusive education. There were 491 people who participated in the study. The future teachers responded to a slightly modified questionnaire by Kopp (2009) using case descriptions of pupils with different educational needs to assess attitudes toward inclusion and self-efficacy in inclusive classroom settings. Results show a general effect of the intended type of school on inclusive beliefs and self-efficacy with significant differences between future teachers. Prese
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Wang, Tiantian, and Guoxiu Tian. "Linking Distributed Leadership with Differentiated Instruction in Inclusive Schools: The Mediating Roles of Teacher Leadership and Professional Competence." Behavioral Sciences 13, no. 12 (2023): 990. http://dx.doi.org/10.3390/bs13120990.

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Despite the clear worldwide school inclusion initiative, translating the widely embraced notions of inclusive education into differentiated teaching practice has been recognized as a common difficulty. Based on replies from 780 educators in inclusive schools in Beijing, China, this study explored how distributed leadership contributes to teachers’ use of differentiated teaching, the mediation role of teacher leadership for inclusion, and teachers’ professional competencies of inclusive education. The results suggest that principals’ distributed leadership directly influences teachers’ employme
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Kantor, V. Z., Yu L. Proekt, G. V. Nikulina, et al. "Inclusive Professional Competences: Assessment Paradigm of Pedagogical Community." Клиническая и специальная психология 10, no. 3 (2021): 106–25. http://dx.doi.org/10.17759/cpse.2021100307.

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The paper is devoted to the issue of assessing the range of inclusive teacher competencies by the pedagogical community and their comparative significance for achieving the required learning results by students with disabilities. The paper presents the results of an empirical study aimed at identifying the general and specific in assessing the importance of inclusive competencies of a teacher by various subjects of staffing the inclusive educational process at school. The study involved 983 pedagogical workers employed in mass and correctional schools, as well as in pedagogical universities. T
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Nugraheni, Dwi Budiarti, and Sugito. "Implementation of Inclusive Education of Elementary Schools: a Case Study in Karangmojo Sub-District, Gunungkidul Regency." Journal of Education and Learning (EduLearn) 12, no. 2 (2018): 214–23. https://doi.org/10.11591/edulearn.v12i2.8727.

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This study examined: a) school member interactions that reflect an inclusive culture, b) school policies in promoting inclusion, c) evolving inclusive practies of elementary schools. This study employed the qualitative approach, with case study designs. The research was conducted at 7 Inclusive Inclusice schools in Karangmojo Sub-district. This study reveals that interaction of school members in creating inclusive culture can be seen from their efforts to cultivate mutual respect among the school members, big support and role of the principal in engaging all parties, and partnerships between s
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Nur, Devina Rahmadiani Kamaruddin, Danis Ade Dwirisnanda, Ni Made Marlin Minarsih, Diah Ekasari, Muhammad Kholid Ni’amul Ludfi, and Amalia Batul Rosyidah. "The Effect of Class Teachers' Self-Efficacy on Inclusive Education Services for Special Needs Children in Inclusive Schools." International Research-Based Education Journal 6, no. 1 (2023): 116. http://dx.doi.org/10.17977/um043v6i1p116-127.

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This study aims to understand the Effect of Teachers' Self-Efficacy on Inclusive Education Services for Special Needs Children in Inclusive Schools. The variables studied were Class Teachers' Self-Efficacy as an independent variable (X) and teacher attitudes toward inclusive education services as a dependent variable (Y). The method used is quantitative research, with cluster sampling technique. This research will involve 12 inclusive elementary schools representing the western, eastern, northern, southern and central parts of Surabaya. Participants of this study were teachers from inclusive p
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Soldevila Pérez, Jesús, Mila Naranjo Llanos, and Joan Jordi Muntaner Guasp. "Inclusive practices: the role of the support teacher." Aula Abierta 46, no. 2 (2017): 49. http://dx.doi.org/10.17811/rifie.46.2.2017.49-55.

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ABSTRACTThe purpose of this study is to describe and analyse the functions, tasks and actions of support teachers in inclusive classrooms in an ordinary school, moving from a therapeutic, integrative model to an inclusive one. Qualitative research in a longitudinal case study is presented, following two children with functional diversity over four years along three axes: the concept of inclusive education, the determination of good practices for inclusion and the role of the support teacher. The results allow us to propose different inclusive practices for support teachers, and a significant i
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Dissertations / Theses on the topic "Inclusive school teacher"

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Chen, Hongyu. "Secondary School Teacher Attitudes towards Inclusive Education in Australia and China." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/29195.

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Achieving the Sustainable Development Goal 4 (SDG 4) is underpinned by the provision of quality inclusive education for all young persons, including persons with disabilities. Yet developing inclusive education contexts continues to be profoundly challenging across all nations. Teacher attitudes continue to be the most critical construct in efforts to build inclusive educational contexts. Understanding teacher attitudes towards inclusive education using a positive paradigm is urgently needed in developing ways to provide quality inclusive education programs to all students. This study utilised
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Kilgore, Jenny. "RELATIONSHIP BETWEEN TEACHER PEDAGOGY AND PRACTICE:SERVING THE INDIVIDUAL LEARNER IN A DIVERSE SCHOOL COMMUNITY." Miami University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=miami1155749574.

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Kilgore, Jenny. "Relationship between teacher pedagogy and practice serving the individual learner in a diverse school community /." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1155749574.

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Chambers, Cynthia R. "Community and School-Based Inclusive Book Club Programming." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3865.

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Spillane, Nancy Kay. "Teacher Characteristics and School-Based Professional Development in Inclusive STEM-focused High Schools| A Cross-case Analysis." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687663.

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<p> Within successful <i>Inclusive Science, Technology, Engineering, and Mathematics (STEM)-focused High Schools</i> (ISHSs), it is not only the students who are learning. Teachers, with diverse backgrounds, training, and experience, share and develop their knowledge through rich, embedded professional development to continuously shape their craft, improve their teaching, and support student success. This study of four exemplars of ISHSs (identified by experts in STEM education as highly successful in preparing students underrepresented in STEM for STEM majors in college and future STEM career
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Vernon, Lisa Jo. "Collaborative practices in schools: The impact of school -based leadership teams on inclusive education." W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1550154183.

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Modisi, Refilwe. "The implementation of inclusive education by teachers of learners with visual impairment." Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/76723.

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The purpose of my study was to explore the different ways in which teachers in full-service and special needs schools implement inclusive education policy with learners who are visually impaired. My study was focused on 4 schools in the Gauteng province consisting of 2 full-service schools and 2 special needs schools. The study specifically focused on the teaching strategies which teachers used with learners who are visually impaired. I relied on an interpretivist meta-theory and employed a qualitative research approach to my study. I utilised a multiple case study design and relied on multipl
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Li, Songze. "K-12 STEM Educators and the Inclusive Classroom." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/81252.

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The United States public schools promote inclusion and educational equity among diverse student populations. Considerable and growing numbers of students with categorical disabilities and Limited English Proficiency (LEP) are enrolled in regular classrooms. The systemic barriers in learning that they have could impact teacher perceptions and decisions about teaching practices as well as the teaching profession. These students have challenged K-12 science, technology, engineering, and mathematics (STEM) teachers to provide high-quality, accommodative service and equitable educational opportunit
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Feng, Y. "Teacher career motivation and professional development in special and inclusive education in China." Thesis, University of Northampton, 2009. http://nectar.northampton.ac.uk/3582/.

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Limited evidence is available from the existing literature that relates teachers' career motivation to their attitudes towards special and inclusive education and their motivation for professional development in China. A mixed-method approach was used to investigate teachers' perspectives on their professional life in this respect. A sample of teachers at seven mainstream schools (N=326), two special schools (N=37) and student teachers from one university (N=565) in a city in China was identified. Triangulation of data collected from questionnaire surveys, interviews and observations facilitat
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Ziegler, Lauran. "DIFFERENTIATING READING INSTRUCTION FOR SPECIAL EDUCATION STUDENTS IN AN INCLUSIVE MIDDLE SCHOOL: COMPARING TEACHER KNOWLEDGE AND APPLICATION." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2149.

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DIFFERENTIATING READING INSTRUCTION FOR SPECIAL EDUCATION STUDENTS IN AN INCLUSIVE MIDDLE SCHOOL: COMPARING TEACHER KNOWLEDGE AND APPLICATION This qualitative case study uses observations and interviews to examine the practice of differentiation by twelve collaborative middle school reading teachers in a school that has shown a decrease in the achievement gap for students with disabilities on end of year tests on state standards. Observations and interviews were analyzed to determine the teachers’ knowledge and application of differentiated instruction. The results showed that four of the six
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Books on the topic "Inclusive school teacher"

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Howes, Andy. Improving the context for inclusion: Personalising teacher development through collaborative action research. Routledge, 2009.

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D'Amico, Joan. Differentiated instruction for the middle school science teacher: Activities and strategies for an inclusive classroom. Jossey-Bass, 2010.

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D'Amico, Joan. Differentiated instruction for the middle school science teacher: Activities and strategies for an inclusive classroom. Jossey-Bass, 2010.

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D'Amico, Joan. Differentiated instruction for the middle school language arts teacher: Activities and strategies for an inclusive classroom. Jossey-Bass, 2009.

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Sam, Fox, and Davies Sue, eds. Improving the context for inclusion: Personalising teacher development through collaborative action research. Routledge, 2009.

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Bunch, Gary Owen. PlayFair teams, disability, social justice, inclusion: A manual for teacher advisors. Inclusion Press, 2006.

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Suzanne, Wade, and Hardman Michael L, eds. Casebook on inclusive education: Parent, student, and general education teacher perspectives for Hardman, Drew, and Egan : Human exceptionality : society, school and family, fifth edition. Allyn and Bacon, 1996.

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India, Save the Children. Inclusive schools: A training module for teachers. Save the Children, 2011.

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Hutchinson, Nancy Lynn. Inclusion of exceptional learners in Canadian schools: A practical handbook for teachers. Prentice Hall, 2002.

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Starkman, Mary-Martha R. Inclusive teaching practice in the Jewish day school: General studies teachers' experiences. Brock University, Faculty of Education, 2006.

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Book chapters on the topic "Inclusive school teacher"

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Grigg, Russell. "Promoting inclusive schools." In Becoming an Outstanding Primary School Teacher, 3rd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003138396-11.

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Murphy, Timothy R. N., Patricia Mannix-McNamara, Gerard Slattery, Mary Masterson, Mary O’Sullivan, and John Corry. "Teacher Well-Being in an Inclusive Secondary School." In Understanding Teaching-Learning Practice. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1699-0_7.

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Steinbeck, Katharina. "Inclusive Schools - Inclusive Teachers? How much special needs preparation does a pre-service teacher need to teach successfully in an inclusive school system?" In Inklusion in Deutschland und Australien. Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-14463-0_7.

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Maienza, Matteo. "Un’indagine sulla percezione dell’efficacia delle pratiche inclusive dei docenti di scuola secondaria: analisi e integrazione dei dati raccolti con la scala TEIP." In Esercizi di ricerca. Firenze University Press, 2022. http://dx.doi.org/10.36253/979-12-215-0081-3.18.

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This study is aimed to report the qualitative data collected as part of a larger evaluation research project on educational contexts for disabilities. The sample consists of 161 pre-service teachers completing their education at the University of Florence, who were asked to indicate strengths and weaknesses in the implementation of their own inclusive teaching practices (TEIP). This study focuses on a few specific areas according to the existing literature that sees teaching practices, collaboration between school staff and families, and behavior management as related elements for defining inc
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Galkienė, Alvyra, and Ona Monkevičienė. "Development of Knowledgeable and Resourceful Learners." In Inclusive Learning and Educational Equity. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_7.

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AbstractThis chapter introduces a study carried out in the context of the transformation of the Lithuanian education system towards inclusive education, with the aim of revealing the educational factors that contribute to students becoming knowledgeable and resourceful expert learners in the universal design for learning (UDL) approach. The UDL framework was chosen as a systematic reasoning instrument for the teacher and the school, aiding in achieving the development of expert learner qualities in every student in the general education context and ensuring the quality of inclusive education.
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Scheef, Andrew R. "School-Based Transition Programming to Improve Employment Outcomes for Youth with Disabilities." In The Routledge Handbook of Inclusive Education for Teacher Educators. Routledge India, 2023. http://dx.doi.org/10.4324/9781003266068-43.

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Mukhtarbekkyzy, Guldana. "Principal’s Strategies for Enhancing Teacher Leadership: A Case of Kazakh-Turkish High School, Kazakhstan." In Inclusive Education in a Post-Soviet Context. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65543-3_9.

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Galkienė, Alvyra, and Ona Monkevičienė. "The Model of UDL Implementation Enabling the Development of Inclusive Education in Different Educational Contexts: Conclusions." In Inclusive Learning and Educational Equity. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_12.

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AbstractThis chapter presents the conclusions of research carried out by Polish, Lithuanian, Finnish, and Austrian researchers, aimed at providing an answer to the question of ‘How the implementation of Universal Design for Learning (UDL) enriches the practices of inclusive education in different educational contexts.’ The summary of the research results is followed by a model of the application of the UDL approach for the development of inclusive education. In the model, the UDL approach is presented as an approach of transforming the process of education and strengthening teacher inclusive a
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Dias Barros, Denner. "15. The Investigative Approach to Talking about Inclusion in Mathematics Teacher Education." In Landscapes of Investigation. Open Book Publishers, 2022. http://dx.doi.org/10.11647/obp.0316.15.

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Looking at the range of diversity in the classroom is a necessary task for the teacher who seeks to teach from an inclusive perspective. More and more educational legislation has been authorised so that all students can have access to quality education. The use of landscapes of investigation in mathematics teacher education could become a practice that helps prospective teachers to reflect on future practices by taking into consideration the diversity of school contexts. In this chapter, reflections are made on the practices of two research projects, one for a doctorate and another for a Maste
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Grima-Farrell, Christine, Tony Loughland, and Hoa Thi Mai Nguyen. "Collaborative School and University Partnerships in Preparing Teachers for Inclusive Education: Researcher and Teacher Perspectives." In SpringerBriefs in Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9910-8_6.

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Conference papers on the topic "Inclusive school teacher"

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Alsuwaidi, Sultan. "MISPERCEPTIONS OF TEACHERS IN PUBLIC SCHOOLS ABOUT INCLUSIVE EDUCATION." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2506.

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Magro de Santana Braga, Carolina, and Fabiana Maris Versuti. "Neuroscience and inclusive education: a teacher training program." In 2nd International Neuropsychological Summer School named after A. R. Luria “The World After the Pandemic: Challenges and Prospects for Neuroscience”. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3073-7.5.

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Inclusion is a relevant public policy for education. Nonetheless, the evaluation of its effectiveness still needs further investigation. The existing research literature shows the importance of teachers as a vital agent in this process. In the context of continuing teacher education, the theme of inclusion is often left outside of scholarly attention. This study aims to outline teacher training for inclusive education, especially regarding the inclusion of students with neurodevelopmental disorders. The survey covered 50 kindergarten and elementary private school teachers. Following the interv
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Barth, Karla Melinda, and Nicoleta Ramona Ciobanu. "TEACHER FOR INCLUSIVE SCHOOL IN ROMANIA." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0815.

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Šūmane, Ilze, and Līga Āboltiņa. "Students’ Readiness to Implement Inclusive Education in Preschools." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.10.

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Inclusive education (also known as inclusion) is an important principle in modern education. However, it is also a great challenge for the whole education system, beginning with the education policy and ending with activities promoting each child’s development. Researchers have pointed out that professional teachers are the key to the success of implementing inclusion; therefore, all teacher education programmes have paid close attention not only to topical issues of the specific specialization methodology, but also to topics that form teachers’ professional competence in the field of inclusio
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Prilepko, Julia V. "Teachers` Professional Preparedness For Inclusive Practice In School Educational Process." In IFTE 2019 - 5th International Forum on Teacher Education. Cognitive-Crcs, 2020. http://dx.doi.org/10.15405/epsbs.2020.01.60.

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Omarova, Patimat O. "Diagnosis Of The Preconditions For School Violence In Inclusive Education." In IFTE 2019 - 5th International Forum on Teacher Education. Cognitive-Crcs, 2020. http://dx.doi.org/10.15405/epsbs.2020.01.56.

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Rokhmaniyah, Rokhmaniyah, and Chamdani Chamdani. "Evaluation of Implementation of Inclusive Education at Primary School." In International Conference on Teacher Training and Education 2018 (ICTTE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.28.

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Krahulcová, Kristýna, Lucia Pastieriková, Michal Růžička, and Monika Smolíková. "THE SCHOOL SPECIAL EDUCATION TEACHER IN AN INCLUSIVE EDUCATION." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0758.

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Himmah, Faiqotul, Wiwik Widajati, and Budiyanto Budiyanto. "Teacher Interpersonal Communication With Autism Students In Inclusive School." In Eighth Southeast Asia Design Research (SEA-DR) & the Second Science, Technology, Education, Arts, Culture, and Humanity (STEACH) International Conference (SEADR-STEACH 2021). Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211229.010.

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Henrique, Carlos Gabriel, Moisés Muatena Drought, and Inácia Diogo do Espírito Santo. "Implementation of an ongoing teacher training program by the educational psychologist to ensure the inclusion of students with Special Educational Needs in primary schools - Caála." In V Seven International Multidisciplinary Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/sevenvmulti2024-172.

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The present final project of the commune course has the general objective of implementing a continuous training program for teachers that allows the inclusion of students with Special Educational Needs in Primary Schools nº 11 - Cangola and Primary School nº 1 Augusto Ngangula in the municipality from Caála; Having as a problematic situation the lack of a continuous training program for teachers by the educational psychologist makes it difficult to ensure the inclusion of students with Special Educational Needs in the schools in question. As for the type of approach, the quantitative-qualitati
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Reports on the topic "Inclusive school teacher"

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Tay, Hui Yong, and Norman Kiak Nam Kee. Assessments for learning in inclusive classrooms. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/23254.

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This study builds upon recent research into Assessment for Learning (AfL) practices in Singapore secondary schools (Brown, Deneen, Fulmer, Leong, Tan, &amp; Tay, 2017 April). It aims to extend our understanding of certain AfL competencies highlighted in the latter study in a more specific context of an inclusive classroom, particularly mainstream school classes with students with Autism Spectrum Disorder (ASD). The incidence of ASD in Singapore is one in 150 children, higher than World Health Organisation's global figure of one in 160 (Ng, 2017). Students with ASD have the cognitive abilities
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Iloh, Ph.D., Constance. Recruitment and Retention: Impact of Pilot Solutions Designed by Teachers of Color Phase II Report. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/216.

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For the past three years, Digital Promise has embarked on an expansive and human-centered endeavor to empower school districts to cultivate context-relevant solutions to the teacher of color workforce disparities. Through Digital Promise’s Inclusive Innovation approach, teachers of color from various school districts were engaged to develop and implement meaningful solutions to address training, recruiting, and/or retaining teachers of color. This report explores how these co-constructed solutions were implemented, their impact, and the potential to scale these efforts to create sustainable ch
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Ahmed, Syeda, and Anannya Chakraborty. Policy brief: Teacher professional development for students with disability in the Asia-Pacific. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-708-3.

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Around the world, policymakers and development organisations are increasingly supporting the education of students with disability, particularly in the bid to achieve United Nations Sustainable Development Goal 4 – to ensure ‘inclusive and equitable quality education for all’. Yet globally, more than half of students with disability drop out of secondary school due to the lack of support in classrooms (UNESCAP, 2019). In the Asia-Pacific region, resource shortages and high student drop-out rates significantly impact the shift to inclusive education. Additionally, educational segregation of stu
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Martino, W., J. Kassen, K. Omercajic, and L. Dare. Supporting transgender and gender diverse students in Ontario schools: Educators’ responses. University of Western Ontario, 2022. http://dx.doi.org/10.5206/qxvt8368.

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This report details the findings of an Ontario-wide survey of 1194 school educators which is part of a larger study funded by funded by the Social Sciences Humanities Research Council of Canada (SSHRC). The survey was developed in consultation with trans educators, school board officials, and community members and included a mix of qualitative and quantitative questions. The report is structured according to educators’ responses to questions about trans-inclusive policies, self-rated knowledge, and understanding of trans inclusion and gender diversity, training received, use of resources and t
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McElhaney, Kevin, and Danae Kamdar. Updated Summary and Synthesis of OpenSciEd Research. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/231.

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This report summarizes and synthesizes OpenSciEd research published from October 2022 to September 2024. This review includes 24 publications (journal articles, peer-reviewed conference proceedings, conference papers, doctoral dissertations, and book chapters), which fall into five broad categories based on their main area of focus: design, classroom enactment, teacher supports, system-level implementation, and student outcomes. The paper summarizes each paper and synthesizes the papers’ insights into five overarching themes: (1) curriculum design tensions, (2) promoting inclusive classroom cu
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Yeo, Lay See, Maureen Neihart, Wan Har Chong, and Vivien Swee Leng Huan. Inclusive education in Singapore primary school classrooms. National Institute of Education, Nanyang Technological University, Singapore, 2024. https://doi.org/10.32658/10497/27405.

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The purpose of the research is to examine the perceptions of primary school educators toward inclusive education in Singapore. The research study seeks to provide an understanding of inclusion as it is practiced in Singapore primary schools. It examines the features of inclusion and its implementation, the experience of primary school teachers, perceived barriers and facilitators of inclusion, and the benefits and disadvantages of inclusion.
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Rivera, John Paolo, Leih Maruss Sinsay-Villanueva, Ivan Harris Tanyag, Jenard Berroya, Glenda Darlene Garcia, and Valerie Lim. Revitalizing the Philippine Education System: Facilitating Access and Participation to In-Service Training (INSET) and Teacher Professional Development (TPD). Philippine Institute for Development Studies, 2025. https://doi.org/10.62986/dp2025.14.

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Teaching quality is considered one of the foundations of student achievement and institutional performance. Consequently, linking in-service training (INSET) and teacher professional development (TPD) to student outcomes has been at the forefront of education research. This inquiry focuses on how to improve accessibility and participation in INSET and TPD programs to enhance teaching quality and revitalize the Philippine education system. Accessibility issues, allocation practices, and implementation challenges of INSET and TPD programs are examined. By triangulating data from document reviews
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Chea, Phal, Muytieng Tek, and Sorsesekha Nok. Gender Gap Reversal in Learning and Gender-Responsive Teaching in Cambodia. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.141.202307.

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In the past two decades, Cambodia has been committed to the global agenda of ensuring that all children from all walks of life have access to education and quality learning opportunities. The focus was not only on access to education but also on gender parity and learning quality. Three years after the adoption of the Dakar Framework for Action in 2003, Cambodia adopted the national plan for Education for All (EFA) as a guiding pathway to realise the government’s commitments toward the education goals reiterated in the Dakar Framework. Cambodia has made subsequent development in education, not
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Albert, Jose Ramon, Lovelaine Basillote, Jason Alinsunurin, Jana Flor Vizmanos, Mika Muñoz, and Angelo Hernandez. Sustainable Development Goal 4 on Quality Education for All: How Does the Philippines Fare and What Needs to Be Done? Philippine Institute for Development Studies, 2023. http://dx.doi.org/10.62986/dp2023.16.

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The Global Goal of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all promotes equality in access to quality learning, supports economic development, improves health outcomes, empowers women and girls, and fosters global citizenship and peace. By reducing inequities in education, both in terms of access and quality, we can help to build a more equitable, prosperous, and sustainable world. This study provides a detailed examination of the progress of the Philippines in achieving Sustainable Development Goal 4 (SDG4) on quality education and
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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inc
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