Open research questions in Collaborative Teaching and Inclusion

What the literature leaves open

• • Professional development programs focusing on collaboration, planning time and practical differentiation instructional practices is suggested.

  Exploring The Use of Differentiated Instruction in Elementary Grades: Issues and Challenges · 2026 · DOI

• FOR GROUP WORK To prepare all teacher candidates for working in neurodiverse school environments comprised of neurodivergent and non-neurodivergent students, a reconceptualization of group work is essential (Drexler, 2024) as educators are responsible for removing barriers and designing accessible learning opportunities for all students. Neurodivergent students experience barriers in collaborative learning, such as miscommunication, unclear directions, uneven division of work, ostracization, heightened anxiety, and the need to take on extra cognitive or leadership burden (Drexler, 2024; Rhoades & Santhanam, 2021; Salvatore et al., 2024). The CARE framework was developed by the authors to guide teacher educators in structuring their inclusive group work activities.

  Facilitating Effective Neurodiverse Group Work in Teacher Education · 2026 · DOI

• The study underscores that while elementary teachers in Philippine public schools demonstrate moderate experience and engagement in inclusive education, particularly in adapting instruction and participating in professional development activities such as school-based INSETs, these efforts alone are insufficient to produce consistently effective inclusive practices.

  Faculty Experience and Professional Development as Determinants of Inclusive Teaching Practices: A Correlational Study of Elementary Teachers in Philippine Public Schools · 2026 · DOI

• This aligns with Sharma and Sokal (2016), who contend that experience and training alone are insufficient without context-specific, sustained, and practical support systems in place.

  Faculty Experience and Professional Development as Determinants of Inclusive Teaching Practices: A Correlational Study of Elementary Teachers in Philippine Public Schools · 2026 · DOI

• Building on these limitations, several avenues for future inquiry are proposed: Longitudinal and Mixed-Methods Studies – Future research should employ longitudinal designs that track the sustained impact of UDL-informed teaching on student achievement, retention, and STEM progression.76 Combining quantitative metrics with qualitative insights will strengthen evidence of causal relationships. Comparative Institutional Analyses – There is a need for comparative studies across diverse institutional types (e.g., research universities, universities of technology, rural institutions) to identify how contextual factors—resources, language policies, and staff capacity— affect UDL implementation.77 Intersectional and Linguistic Dimensions – Future research should explore how UDL interacts with multilingualism, disability, and socio-economic inequality, particularly under the Language Policy 75 Gough, Oliver, and Thomas, “An Introduction to Systematic Reviews (2nd Edition).” 76 Zulu, “Multilingual Mathematics Instruction.” 77 Moleko and Maphalala, “UDL Practices in Resource-Limited Mathematics Classrooms.” Journal of Education and Learning Technology (JELT) 81 Mthethwa, T. M. & Moleko, M. M./ Journal of Education and Learning Technology / Vol.7 No.2 Special Issue (2026) pp 64 - 84 Framework for Public Higher Education Institutions. Studies that integrate African languages and epistemologies into mathematics instruction would enrich the inclusivity discourse.78 SoTL-Driven Professional Learning Research – Empirical work is needed to evaluate how SoTLbased professional development fosters sustained adoption of UDL principles. This includes investigating how reflective teaching, communities of practice, and institutional incentives shape educators’ inclusive pedagogical identities.79 Technological and Digital Inclusion – As blended and online learning environments expand, future studies should examine how educational technologies can operationalise UDL principles to enhance access and participation for students with varied learning preferences and digital-literacy levels.80 By pursuing these directions, future scholarship can extend the theoretical and practical contributions of UDL and SoTL, supporting a more evidence-driven transformation of mathematics education in South Africa and beyond. BIBLIOGRAPHY Bagger, Anne. “Inclusive Assessment Practices in Mathematics Education.” International Journal of Inclusive Education 26, no. 7 (2022): 881–99. Botha, S., and T. Erasmus.

  Integrating universal design for learning in mathematics education: A systematic review towards inclusive Scholarship of Teaching and Learning in South Africa · 2026 · DOI

• In light of the findings of this study, it is prudent to draw valid conclusions as revealed through the data. Regarding the specific objective of this study, the findings have shown that CBR services enhance engagement, retention, and participation in the lessons and reduce social and psychological instructional materials and emotions. The infrastructures facilitate teaching and learning processes as they concretise the abstract concepts. The study also found that CBR programs train teachers on the use of assistive technologies like computers, aids. Engagement and participation have improved the academic performance of all learners, including LwHI, which contrasts with earlier findings (Migeha, 2014; Rishael, 2017; Mkama & Storbeck, 2022).

  The Contributions of Community-Based Rehabilitation Services on Inclusive Education in Secondary Schools that Enrol Learners with Hearing Impairment in Tanzania · 2026 · DOI

• Based on the present study’s conclusions, we now provide recommendations regarding the design and use of curricula in regard to assessment. First, all lesson designs must consider the needs of all students, regardless of grade level. Thus, it is essential to implement process-orientated assessment throughout grades 5-10 and in all school types. However, while the core curricula have been updated quite regularly, some of the supplemental documents have been unchanged for a long time (e.g. the ‘Materials for Skill-Oriented Teaching at Primary Level. Orthography’, MK-Nds, 2015a). More frequent updates to these documents might help counter the decreasing focus on process-orientated assessment. Second, regarding the more thorough implementation of assessment in supplementary documents at the lower secondary level, it seems sensible to deal with the topic more comprehensively in the core curricula. This aligns with the great importance of assessment and lesson adaptation, as pointed out internationally (Nieminen, 2024; Tai et al., 2023). Third, emphasising students’ responsibility for their own learning must be done with caution. Teachers’ responsibility to structure individual learning paths together with individual students should be highlighted. This is independent of the school system, making it relevant to different states and countries. Fourth, for a clearer and more standardised understanding of assessment and to avoid ambiguities, it seems sensible to use consistent terms across all documents, especially those within each federal state. Fifth, considering the differences between the many school types in Germany, it would be advisable to revise the documents in a standardised manner, as the differences between the school types may hinder teaching practices. In Lower Saxony, teacher training is currently separated by school type, although in 2024, the state’s Ministry of Education debated whether all secondary school teachers should undergo the same teacher training (MK-Nds, 2024). Standardised curricula could help address individual differences between teachers’ assessment skills (Lorenz, 2011) or reduce deficit-orientated attitudes, thereby minimising the reproduction of inequalities by focusing on flexible adaptivity (Bremm & Racherbäumer, 2020). This could also reduce the need for teachers to deviate from curricular guidelines and borrow content from other documents (M. Krüger & Wahl, 2018; Mihajlovic, 2022). Additionally, it might lessen the influence of pre-assumptions on what assessment should be, which can differ from one actor to another (Tai et al., 2023). A more equal implementation of assessment across school types and grade levels could address the problem of differences in learning outcomes between school types (Crul et al., 2019) by enabling teachers to better adapt to their students’ needs. However, effecting changes in this field might not be easy because ‘[s]ome of the work to be done in pursuit of assessment for inclusion threatens previously comfortable ways of working’ (Tai et al., 2023, p. 493). The aforementioned recommendations may also be relevant to other countries with federal structures, such as Australia, Canada, Switzerland, and the United States. Australia and Switzerland can be viewed as models for the design of a national curriculum despite having a federal educational system. Switzerland uses a unified curriculum across most of its states, while still allowing for individual adjustments (Wagner-Willi & Zand, 2021). Australia, despite its large territory and its people’s diverse educational needs, has implemented a national curriculum. Individual states can adjust specific aspects of the curriculum (Australian Curriculum, Assessment and Reporting Authority, 2025). The given recommendations on the development of curricula raise the question of how the understanding of assessment might change in the direction of greater uniformity across different school types and grade levels. In particular, the declining importance of formative assessment with increasing grade level is concerning and calls for appropriate changes.

  Inclusive Assessment in Highly Segregated School Systems – A Qualitative Research on German Language Core Curricula · 2026 · DOI

• Future research may focus on comparative studies of inclusive education practices in different districts of Ladakh, parental attitudes toward inclusion, the effectiveness of teacher training programmes, the role of social workers in educational settings, and the impact of assistive technologies and support services on the educational outcomes of Children with Special Needs (CWSN).

  Inclusive Education in Ladakh: Status, Infrastructure and Implementation Challenges · 2026 · DOI

• Future research should focus on developing specialized STEM training programs for special education teachers and evaluating their long-term impact on both teachers and students. This study holds significant importance as it represents an applied approach to STEM education within special education, an area that has not been extensively explored before. Despite the increasing emphasis on STEM education, research on its implementation in special education remains scarce.

  Opinions of Special Education Teachers and Prospective Teachers on the Project “Overcoming Barriers with STEM” · 2026 · DOI

• Therefore, based on the results of the present research, the following directions for future research can be suggested. In the first place, there is a need to do longitudinal research on the impact of LT interventions extended for an increased number of years, in the areas of academic achievement, social inclusion, and the quality of life of disabled learners in special schools. Preliminary findings from a pilot study indicated that students who engaged with LT over a period of six months showed sustained improvements in both academic performance and social skills. This suggests that ongoing exposure to LT may be crucial for maximizing its benefits. Furthermore, there is a possibility for comparative studies on multiple LT procedures and interventions’ efficacy in different educational settings, including recommendations for educators and policy makers. However, more investigations should be conducted concerning use of new technologies like artificial intelligence and virtual reality in special education. By attending to such future directions, researchers can assist in the continuous enhancement of the promotion of inclusive education for all people with disabilities and formulate ways on how education should be made available for them. Future research should explore the integration of emerging technologies such as artificial intelligence (AI) and virtual reality (VR) in special education. Comparative studies across rural and urban contexts could 390 Aijaz et al. Enhancing Special Education Through Learning Technologies: A Case Study in Chiniot, Pakistan Ankara University Faculty of Educational Sciences Journal of Special Education 2026, 27(2), 379-398 provide deeper insights into the scalability of LT interventions. Additionally, long-term impact assessments, focusing on employment outcomes and quality of life for students with disabilities, would enhance the evidence base for inclusive education strategies. The scalability of LT interventions remains a significant concern. Future initiatives should focus on infrastructure development and teacher training to ensure sustainable impact across similar regions. 391 Aijaz et al.

  Enhancing Special Education Through Learning Technologies: A Case Study in Chiniot, Pakistan · 2026 · DOI

• To develop a more holistic understanding, future research should explore teachers' attitudes and approaches toward SEN students in other areas of Vietnam.

  Teachers as Agents of Inclusive Education: Developing a Reflexivity Cycle and Examining Teachers’ Conceptions and Practices in Vietnam · 2026 · DOI

• https://doi.org/10.1080/2331186x.2020.1859438 and Obstacles to Implementing Inclusive Education in Primary Schools… 37 [35] Zabeli, N., Perolli-Shehu, B., & Gjelaj, M. (2020). From segregation to inclusion: The case of Kosovo. Italian Journal of Sociology of Education, 12(2), 201-225. https://doi.org/10.14658/PUPJ-IJSE-2020-2-9 [36] Zaçellari, M. L., & Miço, H. (2020). Parents and teachers’ involvement in designing educational programmes within the Albanian curricula of pre-university education: Their perceptions in this context. Eastern European Journal of Transnational Relations, 4(1), 115-134. https://doi.org/10.15290/eejtr.2020.04.01.06 Aida Sotiri, PhD, Assistant, Eqrem Çabej University of Gjirokastër, Gjirokastra, Albania; ORCID ID: 0009-0008-3673-2293 Address: Aida Sotiri, Eqrem Çabej University of Gjirokastër, 30 Student Str., Gjirokastra, 6002, Albania. E-mail: [email protected] Received: June 14, 2025; revised: October 03, 2025; accepted: February 02, 2026; published: March 30, 2026. Сотірі Аїда. Перешкоди на шляху впровадження інклюзивної освіти в початкових школах: Аналіз конкретного випадку в районі Фіер, Албанія. Журнал Прикарпатського університету імені Василя Стефаника, 13 (1) (2026), 22-42. Метою дослідження було розроблення низки практичних рекомендацій для вчителів початкової школи щодо подолання основних перешкод у навчанні в інклюзивних класах. Методологія дослідження включала валідацію критеріїв та розроблення валідних інструментів для вивчення взаємодії вчителів і батьків в інклюзивних класах початкових шкіл, що належать до Департаменту освіти району Фієр. Критерії для характеристики навчання в інклюзивних класах були об'єднані в групу педагогічних організацій та групу батьківської підтримки інклюзивної освіти. Діагностична методологія складалася з двох одночасно застосовуваних форм анкет: для вчителів та батьків. Опитування визначило, що високий рівень обізнаності краще визначає потреби дітей та покращує взаємодію з вчителями та адміністрацією школи. Було виявлено слабку позитивну кореляцію, що свідчить про можливий зв'язок між обізнаністю батьків та якісною культурою співпраці. Також була виявлена значна кореляція між рівнем обізнаності батьків та розвитком інклюзивних практик в освіті. Крім того, було виявлено сильну кореляцію між обізнаністю батьків про інклюзію та рівнем їх залучення до освітнього процесу. Обґрунтовано пряму пропорційну залежність ефективності навчання учнів за допомогою адаптованих навчальних матеріалів від обізнаності батьків про методи навчання в інклюзивних класах. Таким чином, було з'ясовано шляхи вдосконалення інклюзивної освіти за допомогою сучасних технологій та методів навчання. Створено комплекс практичних рекомендацій для вчителів початкової школи з інклюзивного навчання, що охоплюють аспекти залучення батьків, обізнаності про інклюзивну освіту та підтримки інклюзивних ініціатив. Ключові слова: інклюзивна освіта, учні початкової школи, взаємодія вчителів і батьків, участь батьків, освітня політика.

  Obstacles to Implementing Inclusive Education in Primary Schools: a Case Study in the Fier District of Albania · 2026 · DOI

• Considering the findings from this study, several recommendations are put forward to tackle the challenges encountered by secondary school principals in promoting inclusive education practices within the Capricorn South District of Limpopo Province. To enhance inclusive education in secondary schools, it is essential to prioritize professional development for both principals and teachers through consistent, targeted training programs that emphasize inclusive education strategies, policies, and best practices. These efforts should be supplemented by workshops, mentorship programs, and peer-learning platforms designed to improve pedagogical skills for effectively supporting diverse learners. Sufficient resource allocation is also essential, necessitating the supply of suitable material, human, and financial resources, such as accessible infrastructure, assistive technologies, and modified educational materials. To guarantee that all students may participate completely and succeed, these gaps must be filled with adequate financing, well-equipped facilities, qualified personnel, and appropriate learning resources. The Department of Education, legislators, and other stakeholders can benefit greatly from the study's conclusions about how secondary school principals can successfully adopt and uphold inclusive education policies. A comprehensive strategy that incorporates systemic changes, capacity-building, and sufficient budget allocation is needed to remove these obstacles. In order to empower principals as change agents and build inclusive schools that offer equal learning opportunities to all students, such approaches are essential.

  AN EVALUATION OF SCHOOL PRINCIPALS' CHALLENGES IN ENSURING INCLUSIVE EDUCATION PRACTICES: A CASE OF SECONDARY SCHOOLS IN THE CAPRICORN SOUTH DISTRICT, LIMPOPO PROVINCE · 2026 · DOI

• Based on the findings of this study, strengthening teachers’ competencies in special and inclusive education emerges as an important priority. Teacher education programs may benefit from placing greater emphasis on courses related to special education, inclusive practices, and individualized instructional strategies. In addition, in-service professional development opportunities could provide more targeted guidance on the frequently used adaptations, implementation of particularly Time and Substitute Curriculum adaptations, for students with learning disabilities. less The findings also suggest the potential value of structured peer support initiatives. Developing Peer Buddy or peer support programs may help enhance both the academic and social participation of students with learning disabilities. For such programs to be effective, peers may require ongoing guidance and supervision from special education professionals to better understand the needs of students with learning 6 disabilities. Finally, greater curriculum flexibility may support teachers in applying Substitute Curriculum and Alternate Goals adaptations more effectively. Allowing room for instructional adjustments within existing curricula could enable teachers to better align learning objectives with students’ individual needs and promote more inclusive classroom practices.

  Teacher-Driven Adaptations in Inclusive Classrooms: Addressing the Needs of Students with Learning Disabilities · 2026 · DOI

• BERNADETTE GÁLFI, IULIANA ZSOLDOS-MARCHIȘ First, as the study is based on a correlational design, it does not allow for the exploration of causal relationships. Therefore, the predictors identified at the level of the results can indicate associations but cannot demonstrate causality. Furthermore, the specific nature of the sample may also be considered a limitation in certain respects. Since all the targeted and ultimately included participants were Hungarian-speaking teachers from Transylvania, the findings cannot be generalized beyond this population and are strictly applicable only to this specific group. Although the study worked with a sufficient number of cases for statistical analyses, the distribution of certain parameters or demographic characteristics (e.g. teachers working in urban versus rural contexts) was not proportional, which may also have influenced the outcomes. As the research employed self-report instruments, there is a possibility that in the case of certain constructs, results were biased. For example, due to social desirability, some teachers may have reported more positive attitudes than those that are actually reflected in their pedagogical practice. The fact that the final model accounted for only 15% of the variance also highlights that many potentially significant factors were not included in the analysis. Such factors may relate both to the organizational culture and resources of schools as well as to subjective intra- and interpersonal components, the inclusion of which would be warranted in future research on this topic. Moreover, future investigations could be complemented with qualitative methods, such as interviews, in order to gain a more accurate understanding of teachers’ attitudes and emotional patterns. Finally, it would be advisable to examine the effectiveness of different interventions, such as sensitization programs or methodological trainings, which could also provide insights into possible causal mechanisms underlying attitude formation. REFERENCES Alassaf, M. A. (2025). Teachers’ knowledge and attitudes toward inclusive education for 1-9. children with autism in mainstream schools. doi: 10.3389/feduc.2025.1630710 Boyle, C., Anderson, J., & Allen, K., A. (2020). The Importance of Teacher Attitudes to Inclusive Education: Global Issues and Controversies Inclusive Education. In S. Mavropoulou, A. Page, J. Anderson & C. Boyle (Eds.), Frontiers in Education, 10, (pp. 127-146). Brill. Brandes, J., A., & Crowson, H., M. (2009). Predicting dispositions toward inclusion of students with disabilities: The role of conservative ideology and discomfort with disability. doi: 10.1007/s11218-008-9077-8 Social Psychology of Education, 12 (2), 271-289.

  Attitudes Toward Inclusive Education: Predictors Among Hungarian Teachers in Transylvania · 2026 · DOI

• Based on the findings of this study, several recommendations are advanced to strengthen teaching and learning for pupils with hearing impairment in inclusive primary schools. These recommendations are structured around teacher preparation, resource provision, infrastructural adjustments, collaborative engagement, policy enforcement, sensitisation. Collectively, they aim to foster equitable access to quality education and ensure that inclusive practices are effectively realised.

  The Impact of Learning Environments on Teaching and Learning for Pupils with Hearing Impairment in Kinondoni Municipality, Tanzania · 2026 · DOI

• However, clear causal links between specific UD‐informed actions and their corresponding outcomes are still lacking, making it difficult to assess which principles drive particular results.

  From principles to practice: Universal design in higher education—A systematic review · 2026 · DOI

• Furthermore, not all UD principles are addressed equally, with more emphasis placed on easily implementable aspects while others remain underexplored.

  From principles to practice: Universal design in higher education—A systematic review · 2026 · DOI

• Several limitations of this study should be noted. First, the study focuses only on student perceptions of team-teaching member dynamics and their impact on perceived competency and satisfaction. This study does not consider student factors like work effort or motivation, which may influence perceived competency and satisfaction. Second, the study relies on student perceptions and does not include an objective competency-based measure, such as course grade. Incorporating an objective competency measure may alter the degree of explained variance. Third, this study is limited to a single university and one course. Although students in the study majored in various disciplines across the university, future research should examine multiple universities across a broader range of disciplines and diverse student demographics to improve generalizability and extend these findings. Fourth, the study focuses on short-term outcomes only. Longitudinal research could investigate the sustained impact of team-taught courses on student learning outcomes. Fifth, although the deductive thematic analysis supports alignment with the study’s hypotheses and quantitative findings, it may limit the identification of unexpected or emergent themes. An inductive approach could be used in future studies to identify novel insights arising from open-ended qualitative data. Finally, examining multiple team-taught courses could provide insight into faculty perspectives and their alignment with students’ views on the impact of team teaching on role conflict and role clarity. 19 Future research should incorporate student-level factors and instructor team dynamics when examining perceived competency and satisfaction. Such research would provide a richer basis for developing instructional strategies that leverage the collective knowledge of teaching teams and support a broader range of students. For example, while student role conflict may arise from differing instructor expectations, prior research suggests that improved and sustained communication can reduce role conflict (Tidd & Friedman, 2002).

  Role Clarity and Conflict in Team Teaching: Impacts on Student Learning Outcomes in Higher Education · 2026 · DOI

• International scholarship underscores 2.1 Inclusive Mathematics Education Inclusive mathematics education encompasses instructional practices designed to ensure that all learners, including pupils with diverse learning needs, can meaningfully engage in mathematical learning experiences (Moodley & Chetty, 2024). inclusive mathematics classrooms not only enhance equitable access to the curriculum but also cultivate positive mathematical identities, learner agency, and a sense of belonging (Beighton, 2024). Research further suggests that, when effectively implemented, inclusive mathematics environments support deeper conceptual understanding, the use of multiple encourage collaborative reasoning, and representations of mathematical concepts benefiting all pupils (Bessarab et al., 2023; Pokhrel et al., 2024). facilitate that In Malaysia, inclusive mathematics instruction is situated within the Ministry of Education Inclusive Programme which advocates for the integration of pupils with disabilities into mainstream classrooms, including mathematics instruction (Special Education Department, 2018). However, where appropriate implementation varies significantly across schools, shaped by differences in teacher preparedness, access to instructional resources, and institutional attitudes toward inclusion (Curriculum Development Department, 2017). While national policies articulate a clear vision for inclusive education, challenges persist in operationalizing these values within mathematics classrooms (Rosli et al., 2022). The subject’s traditional emphasis on standardization, procedural fluency, and rigid curriculum pacing often conflicts with inclusive pedagogical practices (Curriculum Development Department, 2017). These systemic tensions shape both the instructional realities and the pedagogical expectations placed upon mathematics teachers in inclusive educational settings (Lubis et al., 2021). 2.2 Pedagogical Approaches in Inclusive Mathematics Teaching Effective inclusive mathematics instruction necessitates the use of pedagogical strategies grounded in evidence-based frameworks, such as Universal Design for Learning (UDL) (CAST, 2018), Differentiated Instruction (DI), and instructional scaffolding (Jutte & Luken, 2020). UDL promotes flexible instructional pathways by incorporating multiple means of representation, engagement, and expression, thereby enabling diverse learners to access mathematical content through various http://ijlter.org/index.php/ijlter 586 modalities (Stasiunaitiene & Navaitiene, 2021). Differentiated instruction, by contrast, focuses on tailoring tasks, support mechanisms, and pacing to learners’ readiness levels, interests, and learning profiles (Rodrigues et al., 2022). Scaffolding techniques including guided questioning, structured modeling, visual aids, and the Concrete–Representational–Abstract (CRA) instructional sequence have also proven effective in supporting pupils with learning difficulties in mathematics (Cameron, 2025; Yakubova et al., 2020). These approaches help bridge the gap between learners’ existing knowledge and abstract reasoning, thereby facilitating conceptual understanding (Purwadi et al., 2019). Additionally, the use of multimodal instruction, manipulatives, and visual thinking tools enhances cognitive accessibility for pupils who struggle with symbolic representation and linear problem-solving processes (Miyauchi, 2020). Nevertheless, implementing these strategies requires careful instructional planning. Mathematics educators must align inclusive teaching practices with curriculum goals, ensuring that necessary adaptations maintain both task rigor and conceptual depth. Striking this balance remains a core pedagogical challenge in inclusive mathematics classrooms (Chuen et al., 2022; Haris & Khairuddin, 2021). 2.3 Teacher Professional Knowledge in Inclusive Mathematics Teaching Teacher professional knowledge is a critical determinant of effective inclusive mathematics teaching, particularly in classrooms that accommodate inclusive pupils. In inclusive mathematics settings, teachers are required to make informed instructional decisions that ensure accessibility while maintaining conceptual rigour and alignment with curriculum standards (Greenstein & Baglieri, 2018).

  Exploring Inclusive Mathematics Pedagogical Practices: A Case Study of Malaysian Primary School Teachers · 2026 · DOI

• We found that positive communication practices, clear task roles and responsibilities, and positive interpersonal relationships promote cooperation, while frustration and tension result from roles that are not clearly defined, a lack of organisational support, negative environments, and ineffective communication strategies.

  Perspectives of learning and support assistants on cooperation with teachers in inclusive education: a systematic literature review · 2024 · DOI

• This review highlights the need for additional research on the role of gender in CSCL, alongside more methodologies that can account for the complexities this entails.

  “Gendered differences versus doing gender”: a systematic review on the role of gender in CSCL · 2022 · DOI

• They believe that children can achieve more in terms of socialisation and modelling of good behaviours from their peers, but that success in academic achievements is lower because of the limited knowledge of teachers about individualised planning and differentiated teaching, and a lack of institutional support and proper evaluation of each teacher’s work.

  The Understanding of Inclusive Education in Kosovo: Legal and Empirical Argumentation · 2020 · DOI

• Their voice is consistent with the results obtained by other researchers and the reports of the Supreme Audit Office (NIK)- there are no teaching aids, it isnot always possible to talk to specialists (staff shortages), the individualization used in working with students is insufficient, and the relations in classes are only seemingly good.

  Functioning of inclusion classrooms in the opinion of parents – organization, teacher training, individualized instruction and social relations · 2019 · DOI

• Despite the literature providing strategies for schoolteachers, little is known about strategy use in daily practice to influence the social participation of students with SEBD, and whether different strategies are used for students with different types of SEBD.

  Teacher strategies to support the social participation of students with SEBD in the regular classroom · 2017 · DOI

Most-cited papers in Collaborative Teaching and Inclusion

• Educational psychology and the effectiveness of inclusive education/mainstreaming · British Journal of Educational Psychology · 2007 · 445 citations
• Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices · Teaching and Teacher Education · 2022 · 195 citations
• A Review of Research on Universal Design Educational Models · Remedial and Special Education · 2014 · 187 citations
• Factors influencing teacher self-efficacy for inclusive education: A systematic literature review · Teaching and Teacher Education · 2022 · 187 citations
• What are inclusive pedagogies in higher education? A systematic scoping review · Studies in Higher Education · 2020 · 141 citations
• Universal Design for Learning in Pre-K to Grade 12 Classrooms: A Systematic Review of Research · Exceptionality · 2016 · 140 citations
• The effectiveness of universal design for learning: A systematic review of the literature and meta-analysis · Cogent Education · 2023 · 133 citations
• Exploring universal design for learning as an accessibility tool in higher education: a review of the current literature · The Australian Educational Researcher · 2021 · 125 citations
• Conceptualizing Teacher Agency for Inclusive Education: A Systematic and International Review · Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children · 2020 · 116 citations
• Do teachers favor the inclusion of all students? A systematic review of primary schoolteachers’ attitudes towards inclusive education · European Journal of Special Needs Education · 2023 · 107 citations

Most recent work

• Universal Design for Learning: Accessible and Inclusive Syllabi in MPA Introduction Courses · Journal of Public Affairs Education · 2026
• Breaking barriers or building walls? The impact of inclusive and segregated learning settings on learning development of students with special educational needs in Austria · International Journal of Developmental Disabilities · 2026
• Where Do the Didactic Efforts of Teachers Lead? When Grouping Replaces Differentiation · Improving Schools · 2026
• Needs Analysis for Designing and Developing a Traditional Games Application to Enhance Psychomotor and Cognitive Skills in Inclusive Elementary Education · Journal of Teaching and Learning · 2026
• Teacher Competency in Practicing Inclusive Education: A Systematic Review · Journal of Teaching and Learning · 2026
• From principles to practice: Universal design in higher education—A systematic review · Review of Education · 2026
• Evaluating institutional levers for promoting inclusive pedagogy in higher education · European Journal of Higher Education · 2026
• Inclusive Assessment in Highly Segregated School Systems – A Qualitative Research on German Language Core Curricula · European Journal of Educational Research · 2026
• Intersectional Course Redesign · Journal of Special Education Preparation · 2026
• Exploring Inclusive Mathematics Pedagogical Practices: A Case Study of Malaysian Primary School Teachers · International Journal of Learning, Teaching and Educational Research · 2026

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