This paper examines the development of new models of initial teacher education (ITE) and continuing professional development (CPD) within the context of the University of Aberdeen Inclusive Practice Project. The Project is a major initiative funded by the Scottish Executive that is intended to prepare teachers and to support them during their careers to be more responsive to diversity. The Project, which is situated within a human rights and social inclusion framework, seeks to develop the skills and attributes which will enable teachers to support the learning of all members of diverse school populations. As such, it reflects a philosophical shift from a deficit-based, special needs model, to one which focuses on participation, social justice and equality for all. A fundamental feature of the Project is the development of partnership and collaborative practice, with the intention of promoting more explicit links between the University, course participants, their schools and local authorities. Although the University has a long history of working with teachers, schools and local authorities, the Project requires re-negotiation of content, structure and relationships with key participants to reflect shifts in conceptual thinking as well as changes in national policy and practice. This paper will address two key areas relating to the continuing professional development aspect of the Project. First, the background and evolution of the Project will be examined in the context of tensions between approaches that stress individual deficit explanations of needs and those which emphasise participation, equity and social justice. Second, an exploration of the views and responses of participants in these new courses will be presented.A variety of data were collected through documentary analysis and discussions with participants within the continuing professional development programme. Specifically, student assignments and narratives were examined for evidence of how they understood and implemented changing approaches to educational support. Focus groups and discussions with individual participants were carried out. Written and verbal feedback from participants and local authority personnel were analysed and evaluated. The findings of this initial review will inform the development of evolving models continuing professional development, within a framework of social justice and inclusion, which recognises the restructuring of educational systems, institutions and the curriculum as solutions to children's difficulties rather than a traditional focus on an individual's pathology. It is suggested that there is a need to link individual development of teachers with institutional developments in their schools through a redesigned programme of continuing professional development, which stresses the vital role of partnership, long-term school based projects and the development of reflective practice and research cultures. However, such changes need to recognise and resolve the tensions between individual deficit and social justice approaches to educational support. The crucial importance of developing greater understanding and trust between key stakeholders, including teachers and parents is vital here.Macleod, D., Frier B. and Hookey, B. [eds] [2003] Particpation and entitlemt in educational development - accounts of particpatory pracftitioner research in Botswana Ashgate Publishers:Aldershot Macleod, D., Frier, B., and Hookey, B. [2003] Inclusive Schooling: Enhancing Policy and Practice. Professional Development Resource SEED: Edinburgh Ball, S. [2005] Education Reform as Social Barberism: Economism and the End of Authenticity Scottish Educational Review Vol.37 No. 1 4-16 Humes, W. [2001] Conditions for Professional Development Scottish Educational Review Vol. No. 6-17 Ozga, J. [2000] Policy Research in Educational Settings: Contested Terrain Buckingham: Open University Press:Sachs, J. [2003] The Activist Teaching Profession Buckingham: Open University Press Thomas, G. and Loxley, A. [2001] Deconstructing Special Education and Constructing Inclusion Buckingham: Open University PressUnsure as yet.