The ultimate outcome of this work is to support students, families, and educators (includes all school members who collectively support students) during the transitions back to school during and following the global pandemic in a manner that prioritizes their health and safety, social and emotional needs, and behavioral and academic growth. This…

In 1994, Brunei Darussalam adopted an inclusive educational policy and began a number of educational reforms to support the implementation of inclusion within the regular mainstream education system. These reforms include teacher education, which has witnessed the establishment and expansion of training and education opportunities for teachers to…

The South African education system is continuously changing and adapting to address the challenges to provide access, equal and quality education in a new democratic dispensation. One such challenge is the way in which learning support is provided to learners who struggle in mainstream classrooms. The department of education opted for a systemic…

The purpose of this exploratory study was to determine the perceptions of co-teachers concerning their professional development needs for co-teaching and to determine the level of training they received to prepare them for co-teaching. Sixty-one co-teachers (general education teachers: n = 36, 59%; special education teachers: n = 25, 41%) in the…

The purpose of this mixed method study was to examine instructional practices in the Integrated Co-teaching classes and the roles of the Co-teachers in each class to determine if the instructional practices support meaningful learning. The participants in this study were two special education teachers and two general education teachers from two…

The use of a school wide positive behavior intervention and support (PBIS) framework is well established as a beneficial model for the majority of students taught in general education classrooms (e.g., Bradshaw, Mitchell, & Leaf, 2010). Some students, whether at-risk for or school-identified with emotional behavioral disorders (EBD) or other…

The documentation of pupils in Swedish schools is extensive and a documentation culture has come to characterize the schools in recent years. In the context of decentralization and changing governance, focus has increasingly been directed towards assessment, follow-up and evaluation of pupils' learning and social development. This article examines…

This participatory action research study engaged classroom teachers, special education teachers, teacher assistants, and a principal in examining and resolving role issues within inclusive classrooms. Analysis of data from multiple sources revealed three predominant findings: (a) when teachers were confronted with role problems, they identified an…

Notwithstanding the recent signing and ratification by Cyprus of another International Convention on the rights of students designated as having special educational needs and/or disabilities to attend mainstream schools on an equal basis with their peers, local policy and practice promote an "exclusionary inclusion" that draws a…

With many states moving toward increased accountability for all teachers, special educators, who have long been held accountable through the implementation of individualized education programs and the use of evidence-based practices, have much to offer. Formative instructional practices are evidence-based techniques that are familiar to special…

The institution of Mentor is not well-known in Greek educational reality since it has recently been introduced. Many teachers face it with skepticism however, it should be noted that the mentor is not only a teacher but also a student partner. He does not compete and does not interfere in the teachers' work, he simply facilitates and guides them…

Within the field of teacher education, increased emphasis has been placed on social justice education (SJE). This qualitative study examined a group of beginning teachers who voluntarily participated in a social justice critical inquiry project (CIP). The findings indicate that while many of them were successful at teaching social issues, they…

The goal of any educational program is to help students maximize their performance. For many students with disabilities, the environment in which to achieve this outcome is under continuing debate and sometimes diminishes the likelihood of achievement. As a result of a long and sometimes difficult history of treatment, individuals with…

In this era of collaboration, educators are frequently expected to co-plan with one another on a regular basis. Unfortunately, the expectation of co-planning is not often accompanied by the time required or by the strategies necessary to plan effectively and efficiently for the inclusive classroom. This article provides 10 concrete tips for…

Teacher preparation programs (TPP) rely on school-based mentor teachers and university mentors to assist their teacher candidates with bridging the information presented in courses to the "real world" of teaching. Given the important role that the clinical components of teacher preparation provide in terms of candidate development, the…