When it comes to inclusive education, teachers are the ones who bring policies and research to life in classrooms. Yet, many feel that their pre-service training did not fully equip them to meet the diverse needs of students. This is where in-service professional development (IPD) makes the biggest difference.
A new scoping review, co-authored by Sarah Wood from The Learning for Life Autism Centre (L4Life), examined 30 international studies of IPD in inclusive education. The findings suggest that the most effective professional learning is school-based, ongoing, and practical. Unlike one-off, off-site workshops, ongoing in-service learning allows teachers to trial strategies in their own classrooms, reflect with peers, and receive feedback and coaching that directly links to their students’ needs.
The review also showed that these approaches don’t just shift teacher knowledge and confidence – they can also lead to improvements in student engagement and achievement. In other words: when training is embedded in practice, it changes practice.
At L4Life, these insights are shaping the future of inclusive education. Sarah’s research underpins our PhD Inclusion Works program, which is building evidence for what truly works in teacher professional development, and it sets the foundation for our Inclusion Works program being delivered in schools, and early years providers (in 2026).
We know inclusive education isn’t achieved through policy statements or single-day sessions – it’s built day by day, in classrooms, with teachers who are supported to grow. That’s why our work is firmly grounded in strengthening in-service training: because it empowers teachers, and it makes inclusion real.
You can read the published article in the International Journal of Inclusive Education here https://www.tandfonline.com/doi/epdf/10.1080/13603116.2025.2554251?needAccess=true
Read more about our Inclusion Works Program here https://www.learningforlife.com.au/inclusion-works
