Learning and teaching in inclusive classrooms

One of the leading principles of the Estonian education system is inclusive education. However, its implementation in schools remains a significant challenge due to the lack of knowledge about effective evidence-based teaching practices in classrooms with students of varying abilities and skill levels. This study aims to understand the current situation with the implementation of inclusive practices in the first stage of Estonian schools (i.e., grades 1-3), support the development of teachers' and support specialists' competencies in applying inclusive practices to support all students, and assess the impact of the professional development program on teaching and learning in inclusive classrooms. This study includes teachers, support specialists, and students. First, teachers and support specialists' implementation of inclusive practices, their self-efficacy, and professional development needs are analyzed. A professional development program will be developed based on the identified needs and based on the results and previous research findings. Third-grade teachers and support specialists will be invited to participate in the program. Teachers will implement inclusive intervention activities in their classes, in collaboration with support specialists, if needed. Program assessment will include quantitative and qualitative methods to evaluate teachers' and support specialists' learning experiences, the program's impact on their self-efficacy and the use of inclusive practices, and the impact of the intervention on students' perceived inclusion, academic skills, and self-efficacy. The project is of high practical value for the Estonian education system as it addresses a significant development area. Findings from this project will inform pre-service and in-service teacher training programs at Tallinn University and the University of Tartu.