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Open research questions in Collaborative Teaching and Inclusion

531 gap statements mined from Collaborative Teaching and Inclusion papers in our 7.9M-paper local library, which holds 6,252 papers on the topic — drawn mostly from each paper's own stated research gap, future-work, challenge and limitation notes, and its abstract. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one.

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What the literature leaves open

  • The practical implementation of inclusive education, especially for students with intellectual disabilities, remains complex and inconsistent. There is a need to examine the challenges that general education teachers face in implementing inclusive education for students with intellectual disabilities in Qatar.

    General Education Teachers’ Perspectives on Challenges to the Inclusion of Students with Intellectual Disabilities in Qatar · 2025 · DOI

  • Negative attitudes and lack of acceptance towards diversity and inclusion are associated with discrimination and prejudice. The role of teacher training is critical in realizing and achieving truly inclusive education environments. Many educators still lack the skills and knowledge necessary to address the diverse needs of all students.

    Overcoming Challenges and Promoting Positive Education in Inclusive Schools: A Multi-Country Study · 2024 · DOI

  • The study identifies obstacles to parental involvement, including lack of training for parents and limited communication between parents and teachers.

    Special Education Teachers’ Perceptions of Parental Involvement in Inclusive Education · 2024 · DOI

  • Further research should investigate the perspectives of parents of students with disabilities in Jordan. Research should explore the cultural contexts of PI in IE systems in non-Western countries. Studies should examine the impact of legislation on the involvement of parents with children with disabilities in inclusive education settings.

    Special Education Teachers’ Perceptions of Parental Involvement in Inclusive Education · 2024 · DOI

  • The lack of engagement and motivation in traditional mathematics instruction. The need for innovative methods in teaching and learning mathematics to address the widening learning poverty gap across countries.

    Teachers’, Researchers’, and Educators’ Partnerships: The Effect of Co-Creation on Pupils’ Problem-Solving Performance in Mathematics · 2024 · DOI

  • One challenge is the top-down and authoritarian approach of traditional CPD, which can limit the development of inclusive teachers. Another challenge is the lack of flexibility in traditional CPD, which can make it difficult for teachers to adapt to changing circumstances. The paper also highlights the challenge of ensuring that teacher education for inclusion is meaningful and relevant to the needs of all learners.

    Practitioner Enquiry as Lifelong Teacher Education for Inclusion · 2024 · DOI

  • The role and responsibility of teacher education in developing inclusive education that enables every teacher to meet the needs of all learners is still unclear. There is a need to explore how continuing professional development can support teacher education for inclusion.

    Practitioner Enquiry as Lifelong Teacher Education for Inclusion · 2024 · DOI

  • It highlights the challenge of balancing being an 'actor and object and subject' in relation to policy. The authors argue that current policy changes have limited practitioner agency and impeded reflective practice.

    Bracing Ourselves: Embracing Policy Changes through a Long-Standing University–Schools Teacher Education Partnership in England · 2024 · DOI

  • It highlights the lack of a framework for reconciling local values with national policy imperatives in teacher education. The authors argue that current policy changes have limited practitioner agency and impeded reflective practice.

    Bracing Ourselves: Embracing Policy Changes through a Long-Standing University–Schools Teacher Education Partnership in England · 2024 · DOI

  • The purpose of the study was to fill a gap in the literature related to special education paraprofessionals’ perceptions, attitudes, and beliefs on the support and trainings they receive prior to and during their job as a paraprofessional for students in a special education setting.

    Paraprofessionals in a Special Education Setting: A Qualitative Exploration of Their Perceptions · 2024 · DOI

  • 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. Several limitations of this study should be noted. Third, this study is limited to a single university and one course.

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

  • The research noted challenges in teacher training, including the lack of specific training in the area of inclusion. The paper highlighted challenges in intersectoral coordination, including the persistence of stigmas related to special educational needs.

    Programa de formação docente: sugestões teóricas e práticas a serem utilizadas para melhorar as políticas e práticas educacionais voltadas para a inclusão nas escolas. · 2026 · DOI

  • There is a need to invest in capacitating teachers in techniques for teaching students with special learning needs, particularly those with hearing impairment. A substantial number of people in Tanzania believe that children with disabilities are un-educatable and that teaching students with hearing impairment is a burden and tiresome work.

    Teachers’ Skills and Abilities Acquired from the Pedagogy of Students with Hearing Impairment in Tanzania · 2026 · DOI

  • There is a limited number of research reports on the subject.

    Co-Teaching in an Inclusive Rural School and Teachers’ Sense of Self-Efficacy · 2026 · DOI

  • The lack of prior personal contact with SEN students and the lack of prior university preparation are significant challenges in predicting positive attitudes toward inclusion.

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

  • Significant demographic differences were observed, with male teachers and those working in primary schools reporting greater perceived barriers. Logistical barriers, including time and resource constraints, limit teachers' ability to meet the needs of students with intellectual disabilities.

    General Education Teachers’ Perspectives on Challenges to the Inclusion of Students with Intellectual Disabilities in Qatar · 2025 · DOI

  • When developing theorizations and praxis (category 5) which are towards enhanced inclusion, at what points did the Action Researchers' experience openness and/or resistance and what forms did these take? When engaging in study (code 3, part of category 2), why did the Action Researchers choose the sources they did and how beneficial were they?

    Teachers’ Continuing Professional Development: Action Research for Inclusion and Special Educational Needs and Disability · 2024 · DOI

  • The authors aim to address the funder's interest in the identification and scaling-up of the evidence-base for SEND practice.

    Teachers’ Continuing Professional Development: Action Research for Inclusion and Special Educational Needs and Disability · 2024 · DOI

  • The paper also notes the persistence of stigmas related to special educational needs.

    Programa de formação docente: sugestões teóricas e práticas a serem utilizadas para melhorar as políticas e práticas educacionais voltadas para a inclusão nas escolas. · 2026 · DOI

  • Limited resources and support in rural schools. Cooperation between teachers is important for effective teaching.

    Co-Teaching in an Inclusive Rural School and Teachers’ Sense of Self-Efficacy · 2026 · DOI

  • The study notes the challenge of maintaining confidentiality and anonymity in the data collection process - The study highlights the importance of informed consent and voluntary participation - The study references the challenge of conducting research in high-need…

    STEM Cooperating Teachers’ Professional Growth: The Positive Impacts of a Year-Long Clinical Residency Collaboration · 2024 · DOI

  • Small sample size of 10 cooperating teachers - Limited to high-need schools - No comparison to non-cooperating…

    STEM Cooperating Teachers’ Professional Growth: The Positive Impacts of a Year-Long Clinical Residency Collaboration · 2024 · DOI

  • Recruiting and retaining diverse teacher candidates, - Providing sufficient support for teacher candidates in urban schools, - Addressing the lack of diversity among teachers, - Developing effective partnerships between university faculties and school…

    Creating School–University Partnerships in Urban Schools to Address Teacher Shortages · 2024 · DOI

  • Inadequate numbers of participants resulted in fewer study participants being placed in partner schools - The study had a small sample size - The study was limited to a specific region…

    Creating School–University Partnerships in Urban Schools to Address Teacher Shortages · 2024 · DOI

  • Inaccessible physical environments and transportation. The unavailability of assistive devices and technologies. Non-adapted means of communication. Gaps in service delivery. Discriminatory prejudice and stigma in society.

    Teachers’ Skills and Abilities Acquired from the Pedagogy of Students with Hearing Impairment in Tanzania · 2026 · DOI

Most-cited papers in Collaborative Teaching and Inclusion

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Open questions raised by papers listed on this page include: (1) The research noted challenges in teacher training, including the lack of specific training in the area of inclusion (“Programa de formação docente: sugestões teóricas e práticas a serem utilizadas…”, 2026); (2) There is a need to invest in capacitating teachers in techniques for teaching students with special learning needs, particularly those with hearing impairment (“Teachers’ Skills and Abilities Acquired from the Pedagogy of Students with…”, 2026); (3) There is a limited number of research reports on the subject (“Co-Teaching in an Inclusive Rural School and Teachers’ Sense of Self-Efficacy”, 2026); (4) The lack of prior personal contact with SEN students and the lack of prior university preparation are significant challenges in predicting positive attitudes toward inclusion (“Attitudes Toward Inclusive Education: Predictors Among Hungarian Teachers in…”, 2026); (5) There is a need to examine the challenges that general education teachers face in implementing inclusive education for students with intellectual disabilities in Qatar (“General Education Teachers’ Perspectives on Challenges to the Inclusion of…”, 2025). 531 gap statements have been mined from Collaborative Teaching and Inclusion papers in our 7.9M-paper local library, which holds 6,252 papers on the topic; the gaps come from whichever of those papers state one. They are mostly the research gaps the authors state and the papers' abstracts, plus future-work, limitations and challenges passages. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one, so you can read the original claim in context.

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