Against the background of an increasing global trend towards inclusive education, which has been particularly promoted since the publication of the Salamanca Statement (UNESCO, 1994) and the ratification of the UN Convention on the Rights of Persons with Disabilities (UN CRPD; United Nations, 2006), cross-national, critical assessments and examinations of the actual implementation of inclusive teaching practices as well as their impact in schools become necessary. A glance at early review articles (e.g. Hegarty, 1993) indicates that several difficulties (e.g. lack of teachers’ knowledge about how to design inclusive classrooms, critical attitudes of parents towards inclusive education) opposed the success of inclusive teaching. However, several findings suggest that these problems have continued until today (e.g. de Boer et al., 2010; Göransson et al., 2014, Schwab et al., 2021). Thus, numerous studies argue that successful facilitation and implementation of inclusive teaching practices requires addressing the responsibility of meeting the needs of a diverse learning group early on in teacher education (Schwab et al., 2021), teachers’ professional development in the area of evidence-based practices of inclusive education (van Mleghem et al., 2018) as well as parental support and involvement (de Boer et al., 2010). However, based on the knowledge gained, Nilholm (2021) stresses that studies from different countries, for the most part, can only be contrasted to a limited extent due to differences in educational systems and cultural backgrounds. Nevertheless, Nilholm (2021) also points to the need for studies that demonstrate in a methodologically compelling way what design of an inclusive classroom that includes all students regardless of their individual characteristics might look like. With regard to this issue within the symposium studies from Germany, Austria, Portugal, Italy and the US state of California will take a closer look at the prerequisites and implementation of inclusive education from different perspectives (teachers, students and parents).

The first contribution offers a comparative, cross-national (Germany, Austria and Portugal) perspective on the role of teachers’ and parental support for at risk students as well as the implementation of inclusive teaching practices during the critical period of school closures due to the rapid spread of the SARS-CoV-2 in early 2020. Results suggest substantial variation in the perception and implementation of inclusive education across countries.  

The second contribution takes a closer look on the importance of parent-teacher relationships to the success of inclusive teaching practices in Italy. A survey of lower secondary school teachers shows that while collaboration between parents and teachers has been significantly weakened due to the COVID-19 pandemic, parents play an important role in the success of the best possible, inclusive education. 

The third contribution presents the results of a research-practice partnership conducted with the intention of promoting inclusive teaching practices as well as the building of accepting classes in an urban elementary school in California (US). Findings indicate that teachers play a central role in establishing positive relationships between students. Therefore, researchers conclude that in order to sustainably promote inclusive education, teachers must develop a thorough understanding of the mechanisms of tie formation.  

The primarily aim of this symposium is to uncover the complexity of the success factors of inclusive education in the sense of a cross-national as well as a multi-perspective approach. This provides opportunity for all participants to learn from each other, bring together different aspects that promote inclusion as well as consider them in further research and practice.

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