In spite of a decade of research and practice, professional learning for inclusion is in need of new directions, in particular to enhance a deeper understanding of exclusion and difference (Waitoller & Artiles, 2013). The role of participatory research is highlighted as a promising way of learning, valuing locally situated processes. More broadly, insights in the process of implementation of inclusion may give direction for teacher educators to make informed choices in curriculum design and the development of inclusive practice for student teachers. This paper will focus on a doctoral research in search for inclusive practice and school development processes in secondary schools, giving rise to specific recommendations for teacher education for inclusion. First, based on a mixed research synthesis, studies on inclusive practice implementation have shown direct professional learning due to training and monitoring of evidence-based interventions (e.g. Carter et al., 2005; McDuffie et al., 2009), as well as indirect learning reflected in empowerment, role shifts and the occurrence of professional learning communities (e.g. Cesar & Santos, 2006; Eisenman et al., 2002). Evidence-based interventions, carefully designed to be performed by teachers in order to enhance the learning of all, may add to the schools’ capacity for inclusion. However, sustainable inclusive practice involves a broader readiness of the context. Second, in a multiple case study on inclusive practice in twelve secondary schools, commitment to support all students was found to be the common core of varied, multilevel and flexible actions enhancing academic and social participation of all. Instead of relying on specific interventions or systems of support, secondary schools’ teachers turned to a shared discourse and collaborative learning with regard to inclusive practice developed in the local context of their school. A process of social learning occurred, deepening the understanding of inclusion as a joint commitment, embracing a universal teaching approach and an inclusive pedagogy (De Vroey et al., 2016; Florian, 2014). Although focus on the performance of specific interventions may improve self-efficacy of teachers, both studies confirm the need for contextual learning, in particular with regard to professional practice regarded as novel and challenging former assumptions. While the first learning may be achieved by student teachers in several ways, the second may be impeded by a lack of time or the true belonging to a professional community. In-service learning seems to be a prerequisite for the social learning process needed to adopt inclusive practices more fully.

Carter, E., Cushing, L., Clark, N. & Kennedy, C. (2005). Effects of peer support interventions on students’ access to the general curriculum and social interactions. Research & Practice for Persons with Severe Disabilities, 30, 15–25. Cesar, M., & Santos, N. (2006). From exclusion to inclusion: Collaborative work contributions to more inclusive leaming settings. European Journal of Psychology of Education, 21, 333–346. De Vroey, A., Roelandts, K., Struyf, E. and Petry, K. (2016). Inclusive classroom practices in secondary schools. Towards a universal teaching approach. In: B. De Wever et al. (Eds.) Professional learning in education. Challenges for teacher educators, teachers and student teachers, 179-202, Ghent, Academia Press. Eisenman, L., Pleet, A., Wandry, D., & McGinley, V. (2010). Voices of special education teachers in an inclusive high school. Remedial and Special Education, 32, 91–104. Florian, L. (2014). What counts as evidence of inclusive education? European Journal of Special Needs Education, 29:3, 286-294. Mcduffie, K., Mastropieri, M., & Scruggs, T. (2009). Differential effects of peer tutoring in co-taught and non-co-taught classes. Exceptional Children, 75, 493–510. Waitoller, F. and Artiles, A. (2013). A decade of professional development research for inclusive education. Review of Educational Research, 83(3), 319-356.