This scoping review explores the components and outcomes of in-service professional development (IPD) in Inclusive Education (IE) within mainstream primary school settings. A systematic search of the literature was conducted to identify relevant studies, and 30 articles were identified that met inclusion criteria. Data were then extracted for each study on the components of IPD, specific content or skills taught, and outcomes for teachers and students. Common components of IPD included workshops, practical application, and feedback, often combined and delivered across extended sessions. Content areas covered general IE principles, characteristics of students with disabilities, and specific inclusive teaching practices. IPD in IE frequently yielded positive outcomes for teachers, demonstrating improvements in attitudes, self-reports of practice change, knowledge, and use of inclusive practices. Student outcomes were less frequently measured, with positive changes observed in academic engagement and achievement. The potential contribution of IPD components to positive outcomes are discussed, and implications for delivering IPD in IE are discussed.
Wood et al. (Mon,) studied this question.