ABSTRACT
Professional development (PD), also referred to as staff development or inservice teacher education, is thought to be an effective and necessary mechanism by which teachers can be prepared for supporting students in inclusive schools. In this chapter we address the following question: how does professional development improve teacher practice in inclusive schools? We start the chapter with what is known about effective PD in general and then review studies on PD related to inclusive education. Our chapter concludes with next steps for research and examples that translate empirical fi ndings into practice for teacher educators and administrators.
