Professional development and inclusive schools: Reflections on effective practice

Abstract

Increasingly, students with disabilities are being included in general education classrooms as inclusive school programs are developed and implemented. If inclusive programs are to be successful, teachers must be well prepared to accept new roles and responsibilities. To ensure that teachers support inclusive programs and are well prepared to meet student needs, high‐quality professional development programs are critical. This article provides a description of professional development programs that lead to the development of successful inclusive school programs. Initially, the authors argue that traditional “sit and get” professional development is often not effective. In contrast to this approach, if professional development is to result in significant changes in teachers’ classroom practices, these programs must be tailored to the individual needs of the local school and built into a school‐wide plan for school improvement. Finally, the authors contend that continuing professional development is required to maintain a successful inclusive school program.

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