Despite the existence of legislation and policy, the inclusion of students with special needs remains a challenge for teachers when research-based pedagogies and collaboration are not translated into practice. Given emerging Indexes for inclusion, perhaps we should be attending to measuring school and classroom indicators of inclusive education to allow for professional development for teachers in an empirical and guided manner. Following a brief introduction to the importance of inclusive practice in schools, this chapter will address teacher use of research-based pedagogies and curriculum differentiation required to enhance success with students in schools; teachers’ capacity to communicate about learning using professional language and collaborative problem-solving processes; teachers’ sense of self-efficacy when working with students who have special needs; and translation of these research-based skills into actual classroom practice.
Lancaster, J. (2014), "School and Classroom Indicators of Inclusive Education", Measuring Inclusive Education (International Perspectives on Inclusive Education, Vol. 3), Emerald Group Publishing Limited, Leeds, pp. 227-245. https://doi.org/10.1108/S1479-363620140000003027
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