Inclusive teacher preparation varies greatly in format and practice, yet programs grapple with the same underlying challenges: which practices work and where do they work. As children with disabilities are increasingly being included in schools, it is essential that guidance is put into place on how best to adapt inclusive practices into the classroom and create new practices based on the cultural context. "Global Perspectives on Inclusive Teacher Education" summarizes existing research on inclusive practices globally while presenting emerging research and opportunities for cementing change in inclusive teacher education locally, including examples of how inclusive practices are integrated in and adapted to diverse cultural contexts. Covering topics that include critical pedagogy, religious schooling, and teacher education, this publication is designed for curriculum developers, instructional designers, administrators, higher education faculty, educators, policymakers, and students. This book contains the following chapters: (1) Ontologies of Inclusion and Teacher Education (Ben Whitburn and Tim Corcoran); (2) Finding Their Voice: Action Research and Autoethnography in Inclusive Teacher Preparation (Bethany M. Rice); (3) Secondary School Teacher Preparation in the Age of Inclusive Education (Emmanuel Adjei-Boateng and Joseph Ezale Cobbinah); (4) Thinking Outside the Box: Using Virtual Platforms to Collaboratively Co-Plan Effective and Engaging Instruction (Sara Scribner and Megan E. Cartier); (5) An Exploratory Study on Teacher Training: The Use and Impact of Technologies Within a Specialization Course for Special Needs (Laura Fedeli and Valentina Pennazio); (6) Building a Conceptual Framework for Culturally Inclusive Collaboration for Urban Practitioners (York Williams); (7) Evidence-Based Transition Practices: Implications for Local and Global Curriculum (James L. Soldner, Dimity Peter, Shahrzad Sajadi, and Maria Paiewonsky); (8) Inclusion and Exclusion: Global Challenges Within Deaf Education (Jessica Armytage Scott, Hannah M. Dostal, and Tisha N. Ewen-Smith); (9) The State of Education and Employment of People With Visual Impairment in Malaysia (Ismail Hussein Amzat and Chen Ann Li); (10) Multiliteracies Professional Development Practice: Design and Evaluation of an Online Professional Development Program to Support Inclusive Teaching (Stefania Savva); (11) The Aotearoa New Zealand Curriculum Te Whariki as a Basis for Developing Dispositions of Inclusion: Early Childhood Student Teachers Partnering With Families as Part of Their Pedagogical Practice (Michael Gaffney and Kate McAnelly); (12) Burmese Refugee Students in U.S. Schools: What Educators Should Know (M. Gail Hickey); (13) Disability Awareness in Teacher Education in Singapore (Levan Lim and Thana Thaver); (14) Assessment and Culturally Relevant Inclusive Education: The Case of Tanzania (Angi Stone-MacDonald and Japhari Robert Shehaghilo); (15) Divergent Agendas Within the Danish School Policy and the Dilemmas This Creates for Teachers Working With Inclusive Education (Lotte Hedegaard-Soerensen and Bjørn Frithiof Hamre); and (16) Examining Teachers' Professional Development for Promoting Inclusive Education in Displacement (Gwadabe Kurawa).