This study examines the impact of Israel's Amendment No. 11 to the Special Education Law (2018) on teachers' professional development and career pathways in inclusive education settings. The amendment allows parents to choose educational institutions for their children with diverse learning needs. The research explores how this legislative change affects educator preparedness, support systems, and career decisions in inclusive environments. Grounded in theories of educational equity and professional development, the study examines the intersection of inclusive education policies, teacher preparedness, and professional growth opportunities. It considers how policy changes influence teacher education needs, support systems, and career trajectories in increasingly diverse classrooms. Using a qualitative approach, the research employed personal questionnaires and focus groups to gather insights from teachers and kindergarten educators affected by the law. Participants included educators who voluntarily pursued additional special education certification in response to the legislative changes. Preliminary findings reveal a pervasive sense of helplessness and burnout among educators, primarily due to inadequate training and support for managing inclusive classrooms. Participants viewed pursuing further studies in special education as both a career advancement opportunity and a means to build a supportive community among educators facing similar challenges. Many educators expressed frustration with insufficient resources for children with diverse learning needs in inclusive settings and growing disillusionment with existing educational policies. A notable trend emerged of experienced teachers transitioning to the special education system, attracted by smaller class sizes and better support options. This shift indicates a potentially concerning exodus of skilled educators from inclusive education settings, which may have long-term implications for the quality of inclusive education in mainstream classrooms. The study highlights the need for improved teacher training, resources, and support systems to ensure the success of inclusive education initiatives and retain experienced educators in mainstream settings.

This presentation describes a research and training initiative conducted within a project involving three preschools in Rome, aimed at exploring the potential benefits of teacher training and implementation of the Group-based Early Start Denver Model to foster inclusion in classrooms in which children with Autism Spectrum Disorder (ASD) are present. In line with the European Disability Strategy 2021-2030 adopted by the European Commission, the objective of this project is to promote inclusion and equity through active dialogue and collaboration with school leaders and teachers in Italian educational institutions.

A key aspect of this initiative is teacher training which, as outlined in the European Framework for Inclusive Teaching Competences (European Agency for Special Needs and Inclusive Education, 2012), calls for continuous professional development. This enables educators to collaborate effectively with their teams to support each pupil, recognizing their unique characteristics, needs, and aspirations. It is within this framework that the dialogue between schools and universities naturally emerges, offering opportunities for research aimed at transforming and enhancing educational practice.

Following Fixen et al.’s “Active Implementation Framework” the project involved three phases: Exploration, Installation, and Initial Implementation, carried out in collaboration with local school leaders and teachers. The methodology included workshops introducing the G-ESDM’s theoretical and practical aspects, alongside in-class coaching and evaluation tools such as the G-ESDM Fidelity Tool and adapted Evidence-Based Practice Attitude Scales. Preliminary results indicate a high level of acceptance and feasibility among educators, with positive outcomes in fostering inclusion and the development of adaptive behaviors in children with ASD. This project aligns with the themes of the conference, particularly in addressing both teacher education and professional development for inclusion and to support broader inclusion efforts. Findings may offer insights to shape teaching practices and learning environment to the educational needs of pupils with ASD and their peers.

While initial teacher education (ITE) programs are designed to prepare pre service teachers for inclusive teaching practices, many teachers in service feel they lack sufficient training and skills effectively address the diverse needs of all students. This raises concerns about whether there is a mismatch between what ITE programs offer and their application in practice.

This comparative research aims to enhance knowledge in the field of ITE programs by examining how beginning teachers are prepared for inclusive education. It explores cross-cultural similarities and differences in ITE programs for inclusive education between two distinct contexts: Azerbaijan and Scotland.

A qualitative approach has been chosen as the most suitable method for data collection, utilizing three research methods: document analysis, semi-structured interviews, and focus group discussions. The current study is framed by three theoretical models: Korthagen’s (2004) Onion Model, Goodwin’s (2010) Knowledge Domains for Teaching, and the Comparative Case Study (CCS) framework proposed by Bartlett and Vavrus (2017) and these frameworks guided both the design of the data collection process.

Currently, the research is in its initial stages of data collection, with some preliminary findings already emerging. Although the data collection process is ongoing, all data collection and analysis will be completed before the conference date.

By examining how ITE programs prepare student teachers for inclusive education, my research directly contributes to the conference theme of equity and inclusion in teacher education in a way of exploring how all students at the primary education level, regardless of their abilities or diversities, will be taught equitable and inclusively through the learning prosesses.

The paper is based on the premise that diverse individuals come together in a classroom community, and that the quality of their learning and holistic development depends on the quality of their wellbeing in the classroom. Classroom teachers have a particularly important role and responsibility in building and maintaining the classroom community. The concept of the classroom teacher's role is conditioned by the pedagogical tradition of each country. Especially in the countries of Continental Europe, the classroom teachers are expected to provide a safe and supportive learning and social environment, to build supportive peer relationships and to provide opportunities for the optimal development of all students, especially the most vulnerable ones.

The findings of a national evaluation research study on the roles and needs of classroom teachers in the management of educational work in Slovenian primary and secondary schools will be presented. The findings concern classroom teachers’ assessment of their competences, such as recognising and accommodating individual differences among students, developing an appropriate climate, acting in accordance with ethical principles, reflecting on their own work and introducing necessary changes. In particular, the paper focuses on what contributes to their competences and in which areas they would need additional training. An online questionnaire was designed with closed and open-ended questions, and Likert-type scales. The invitation to participate in the study was sent to all Slovenian primary and secondary schools, together with a link to the questionnaire.

The collected data was analysed using statistical methods. The findings highlight key areas where classroom teachers need quality education and further training to meet the challenges of the daily practice of very diverse students’ learning together. Only competent classroom teachers who are prepared to reflect critically on their own practice and act in accordance with professional ethical standards can contribute to building a more just and inclusive community.