Inclusive education provides a learning environment that enriches learning of all students. Attitudes about inclusive education are essential to its implementation (Sharma et al., 2021;[18] Wray et al., 2022).[21] Therefore, school practitioners need training to advance their attitudes, knowledge, skills, and actions (Sharma et al., 2021;[18] Wray et al., 2022).[21] This study examines the pre-service school practitioners' training and perceived competence in inclusive education for students with special needs. We developed a survey aimed to gain insight into training and perceived competence. Survey results related to training suggest that teacher education and special education majors might benefit from additional training in universal design for learning, co-teaching, and flexible grouping, where school counselor majors might need more training in all categories of inclusive education. Survey results related to perceived competence results suggest that most pre-service school practitioners perceived themselves to be very capable of implementing inclusive educational practices.

Inclusive education is an educational philosophy that specifies that students with disabilities have to be educated alongside their same-age peers to the maximum extent possible has garnered traction across the globe. Despite global calls to make inclusive education a means to advance educational equity for students with disabilities, many countries such as South Africa have struggled to make it a reality. Teachers report being unprepared and not confident to address the learning needs of students with disabilities in inclusive settings. This study examined the competency levels of South African teachers in inclusive education. Data were collected through questionnaires from 126 primary and secondary school teachers employed in full-service schools, in the Capricorn Region, Limpopo Province of South Africa. The results show that teachers who had prior training in inclusive education, on average, had higher inclusive education competencies than those who had no training. The results also indicate significant gaps in training and the lack of explicit articulation of inclusive education in the teacher training programs. Recommendations and implications for future practitioners are provided.

The implementation of inclusive education in South Africa has encountered persistent challenges despite the country's progressive policies promoting equity and access for all learners. This study critically examined the perceived challenges to inclusive education, drawing on empirical evidence from teachers teaching at mainstream and full-service schools. Data was collected through questionnaires from 140 primary and secondary school teachers employed in full-service schools, in the Capricorn Region, Limpopo Province. The findings reveal a gap between policy frameworks and the realities of classroom practices. Key challenges identified include a lack of resources, limited teacher training, and adapting and differentiating the curriculum in implementing inclusive education. The findings suggest that without targeted interventions, such as capacity-building for teachers and stronger collaboration between communities and educational institutions, the goal of inclusive education in South Africa will remain aspirational rather than achievable. This paper argues for a multi-faceted approach to inclusive education that strengthens policy and empowers local schools to implement sustainable, context-sensitive strategies. The implications of these findings underscore the need for a comprehensive review of current policies and practices to ensure inclusive education becomes a lived reality for all learners, regardless of their socio-economic background or geographical location.

Since the Salamanca Statement and Framework for Action in 1994, many countries have been advancing their education systems towards inclusive education. Zimbabwe, being one of the signatories to this framework, is one of the countries that have embraced the concept of inclusive education and has since been making strides towards its advancement albeit rather slowly. The purpose of this descriptive correlational study was to examine the self-efficacy levels of Zimbabwean primary, secondary and high school teachers with inclusive education, as well as their attitudes towards the practice. To do this, 100 primary, secondary and high school teachers working in inclusive school settings in the Masvingo province were surveyed using a modified version of the Inclusion Competencies of Sri Lankan Teachers, (ICSLT) instrument. Findings of this study indicated that most of the participating teachers were in support of inclusive education despite not having the requisite preparation to implement it. Based on the findings, specific recommendations are provided for improving preservice teacher preparation and professional development for in-service teachers in support of inclusive education.

Abstract The purpose of this study is to examine the knowledge and perceptions of 145 teachers from three regions in Ghana regarding inclusive education. The results show that the teachers have moderate knowledge of inclusive education practices and processes. Additionally, slight moderate positive relationships were found between participants’ level of training in inclusive education and their knowledge of inclusive education. From the findings, we argue for stakeholders in teacher education to, as a matter of necessity, reconsider the curriculum and practicum for preparing special and general educators to focus on inclusive practices to effectively prepare pre-service teachers to succeed in inclusive settings. There is also a school leadership imperative, in view of site-specific challenges and needs, to influence school-based strategies to advance inclusionary practices. Successes of such initiatives could be replicated in other schools to advance inclusive education in Ghana. Implications of the study for teacher professional development and inclusive education practice in pre-tertiary educational institutions are underscored.

Child maltreatment is a pressing issue in the United States with profound societal and health implications. School practitioners are mandated reporters who play a pivotal role in addressing this problem. This study explores the accreditation requirements of educator preparation programs for school practitioners. We scrutinized accreditation standards from six professional organizations, revealing 72 standards addressing child maltreatment training. Four major themes emerged: (a) ethical and legal considerations, (b) learning environment, (c) development, and (d) consultation and collaboration. These findings shed light on the need for comprehensive training in recognizing and addressing child maltreatment among school practitioners.

This study examines teachers' level of knowledge of inclusive education as well as their perceptions of the practice. Participants were a sample of 162 teachers in Fiji. Results indicate that the participants demonstrated professional knowledge of inclusive education, with a good understanding of inclusive education as indicated by their high level of understanding of the important processes involved in its implementation. Significant relationships were found between the demographic variables of school level, years of work experience and participants' knowledge of inclusive education. These findings offer valuable insights into the status of inclusive education in Fiji. Recommendations and implications for practice and future research are provided.

Child maltreatment continues to be a significant problem across the globe. Despite the many negative outcomes of child maltreatment documented in the literature, there is limited research on how school practitioners are prepared for identifying and reporting cases of maltreatment. This study examined school practitioners’ preparedness for reporting and identifying child maltreatment. Participants were a random sample of 141 school practitioners from California and Pennsylvania. Data were collected over a 6-week period via an anonymous internet survey. Overall, results indicate that most school practitioners had mixed perceptions about their ability to identify and report maltreatment. Interpretations of the data are provided with recommendations for collaborative preservice training and in-service training approaches. Implications and recommendations for future research are provided.

Addressing child maltreatment is a global issue. School practitioners are at the forefront of identifying and reporting maltreatment. Researchers have consistently found that school practitioners report feeling unprepared to identify and report maltreatment. Despite this lack of perceived preparation, school practitioners are often responsible for identifying and reporting cases of maltreatment in many countries around the world. The purpose of this study is to share results from a child maltreatment preparedness survey of school practitioners in Fiji. This study will share results about school practitioner attitudes, knowledge, and training experiences in identifying and reporting child maltreatment.

The maltreatment of children has negative outcomes for their academic and social-emotional development. Child maltreatment is a global issue that affects millions of children every day. However, many of these cases go unreported and researchers have found that school personnel lack the training, knowledge, and skills to address maltreatment. The purpose of this paper is to provide a consultation framework for how school personnel can work collaboratively to identify, report, and prevent maltreatment.

The challenge before both the general and special education teacher in the 21st century is that of enhancing the engagement and full participation of all learners, irrespective of their disabilities, in societal functionalities, thereby building inclusive communities for global citizenship. This attainable ideal will be possible as people, especially women with disabilities, are accorded the opportunities to thrive, compete, and achieve their dreams in a world where the odds are stacked against persons with disabilities, especially in developing countries. This chapter explores the idea of equalizing opportunities for women with disabilities through the vehicle of entrepreneurship education. It delves into discourse on the intersectionality of gender, entrepreneurship, and disabilities, including the challenges, possibilities, new thinking, and the imperatives for gender-inclusiveness in entrepreneurial education in a globalized society. It emphasizes this training dimension to guarantee women this population's independence, empowerment, survival, and profitable and engaged living.

Teacher education programs have been continuously explored on various aspects; many challenges remain when it comes to the effective preparation of pre-service teachers in meeting the needs of Generation Z students, primarily in terms of teaching and assessment. With a new generation of students entering our educational institutions, one that has grown up with information and communication technology (ICT) as an everyday aspect of their lives and is tech-savvy, we need a robust teacher education system to ensure that the Generation Zers' needs in terms of teaching and assessment are met. This chapter focuses on the importance of teacher education programs in preparing competent pre-service teachers who are assessment literate and can confidently administer digital-based assessments.

The United Nations Millennium Development Goals (MDGs) of 2015 sought to eradicate major problems facing the globe. Member states ratifying these goals were tasked to formulate and institute policies aimed at addressing the global economic, political, social, and environmental challenges. Three major goals sought to address fundamental issues on poverty, universal education, and gender equality. The MDGs were succeeded by the Sustainable Development Goals which are targeted to be achieved by 2030. The intersectionality of the development goals and Education cannot be underestimated. Education has been identified as a key strategy for addressing poverty, hunger, and gender equality. Although several countries ratified the MDGs, most did not achieve the goals by 2015. A shift in policy is necessary to close the achievement gap and to help the efforts for achieving the 2030 SDGs. This paper addresses Zimbabwe’s progress towards the SDGs. Progress on key indicators of quality education, poverty, and inequality of opportunities is presented. Finally, the paper suggests a rights-based education programming framework to help accelerate achievement of the SDGs.

Zimbabwe was as seriously affected by the COVID-19 pandemic as other nations across the globe. On March 30, 2020, the Zimbabwe government imposed the first 21-day lockdown for the entire country. Since then, the countrywide lockdown was extended throughout the whole 2020 year. All schools remained closed; however, teachers used innovative strategies to teach and assess students virtually. This chapter explores the creative techniques used in Zimbabwean schools to educate students during the COVID-19 pandemic.

HIV/AIDS was first reported in Africa in the early 1980s, and it has now become one of the most devastating epidemics in the history of Africa. It is responsible for unprecedentedly high mortality rates with a majority of people dying in their prime years. Like many other Sub-Saharan countries, Zimbabwe has been hit hard by the HIV/AIDS pandemic. One of the many negative consequences of this pandemic is orphanhood. The number of children who are orphans as a result of the HIV/AIDS pandemic in Africa continues to increase as the condition continues to spread viciously and claim lives. Most of these children are school-aged and they encounter a number of challenges in their education. These students have exceptional learning needs which requires education to be tailored to their immediate needs. The purpose of this chapter is to provide a detailed discussion of the educational challenges faced by children orphaned by HIV/AIDS in Zimbabwe. Recommendations to meet or support the needs of these children are also provided.

The chapter presents a program planning and evaluation model that can be used in training educators to integrate and increase the use of instructional technology in the classroom. The Instructional Technology Classroom Professional Development (ITCPD) Program Planning and Evaluation (PPE) model is a two-phase model that involves the initial training of trainers followed by the trainees transferring their knowledge to peer educators. Phase 1 is a modified interactive model with four components: needs assessment, program planning, program implementation, and evaluation. The center of the model simply represents the desired goal of planning the program. Phase 2 is presented through a logic model that has five components: assumptions, inputs, activities, output, and outcomes. The developed model's phases are interconnected as they feed from each other. The outcomes and needs assessment in one phase will inform the other. Goals and objectives are not fixed as such should be developed for every distinct cycle.