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In this article we present the results of an investigation carried out in the 2019/2020 academic year whose objective was to understand how an inclusive and reflective practicum model can improve in teaching professional development as well as initial teacher training, in which the university, teaching practice students and school teachers all actively participated. For this investigation we have carried out a case study in which 2 schools of infant and primary education participated. This included a total of 9 teachers, 5 students of Primary Education Teaching and 2 research professors from the University. The data of the 3 discussion groups that were carried out with all the participants were analysed like so the practicum summaries of the students. The main results show the importance of schools with inclusive methodologies favour initial teacher training to have the theory-practice connection along with the improvement of personal and professional development.

This study analyses the attitudes of teachers in Spain towards the inclusion of learners with autism spectrum disorder in mainstream education settings and their relationship with the perceived benefits of inclusion. The ex post facto prospective design included 180 teachers from 14 schools. Data were collected using a questionnaire on teachers' attitudes towards inclusive education and a second questionnaire on the benefits of inclusion developed for the specific purposes of this study. The results show teachers' positive attitudes towards inclusion as well as the benefits perceived. This study demonstrates the fundamental role of teachers' previous experience. Implications for inclusive cultures and practices in schools are discussed.

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 classroom and in their cooperative teams. A qualitative case study was carried out in the context of the teachers participating in a postgraduate course 'expert in cooperative learning' offered by the University of Alcalá (Spain), over a period of six years (2011-2017), involving the participation of 176 professional teachers. All the participants attended an annual university continuous training course on cooperative learning. Document analysis, in-depth interviews and a questionnaire designed "ad hoc" were used. The conclusions include the importance of cooperative work in facilitating inclusive education, with a variety of different strategies used to respond to all students' needs, and those with special educational needs in particular, and the coordination required between teachers and special educational needs specialists to implement those strategies.

The research was designed to observe, describe and analyse elements of instruction and practice that define classrooms designed to reach all learners in a context of full inclusion. The authors' focus has been the underlying daily practices of classroom teachers used to ensure high-quality, equitable and personalised instruction. A multiple-case-study approach was carried out, with the voluntary participation of seven schools at the kindergarten, elementary and high-school levels. Multiple data collection methods were utilised, including in-depth interviews and extended classroom observation. The results reveal the foundational practices of the school and classroom that make it possible to reach all learners, facilitating their success. The systemic supports and strategies that ensure that all learners are able to participate, learn and be part of the class community are also described, as well as complexities still present in the inclusion processes, especially in relation to support and curriculum.

This article presents the study of the perception of teachers and principals participating in a teacher training program about cooperative learning with the focus on the transformation of teaching practices for inclusive education. The aim is to analyze the effect of a teacher training program on teaching practices and school transformation. We carried out an exploratory case study involving eight public schools of the Community of Madrid. Twenty-nine teachers (including principals) and two counselors agreed to participate. The process involved discussion groups, in-depth interviews, questionnaires about the training received, and analysis of documents (reports, stories, and projects). The results found that there is a positive influence on how students live together, their learning, emotional intelligence, and social relationships.

In this paper, we will analyze the inclusive education policies and practices of a Province in Canada. Qualitative methods were used to analyze the planning of teaching and learning for students, with a focus on those with a Personalized Learning Plan (PLP). The process involved extended school and classroom observation, completion of questionnaires and analysis of documents, including lesson plans, individual student records, and PLPs of specific students. An observation grid and questionnaires were designed ad hoc. This province was an early adopter of an inclusive educational model. Schools in the province have a long tradition of developing accommodations for individual students in a 'common learning environment'. In this article, we analyze learning and curriculum planning and its influence on the development of inclusive practices in the classroom. We found that teachers continue to struggle to develop effective individual learning plans. Our analysis leads us to suggest a model for teachers to conceptualise appropriate strategies and accommodations for students in their daily lesson plans.

Introduction: Brazil is a signatory of important documents that advocate the promotion and access to equitable, inclusive, and quality education. However, the construction of inclusive policies, practices, and cultures has been little discussed in the country, making the process of educational inclusion of children with specific educational needs difficult. Method: In this study, we used the Index for Inclusion to investigate children's perceptions considering the three things they like most about their school and the three things they dislike. Data was analyzed qualitatively through content analysis, using prefixed categories created according to the children's answers to the Index (strengths and weaknesses), categorized considering the dimensions and subdimensions assessed by the Index. Results: The results revealed that children perceive the infrastructural and urban barriers present in their context, which are considered weaknesses for developing inclusive policies, practices, and cultures in their school contexts. On the other hand, they do not show attitudinal barriers, that is, they do not judge others for their differences. Discussion: Working on differences, from the first school stage, to build a positive relationship between children and the development of practices and an inclusive school can benefit the construction of a school community free of segregating values present in our culture, contributing to the development of inclusive policies, practices, and cultures in school environments. [ABSTRACT FROM AUTHOR]