A scoping review of perceived support needs of teachers for implementing inclusive education

For decades, there has been growing advocacy and policy reform to provide an inclusive education for students with disabilities which since specified as their human right under the Convention on Rights of Persons Disabilities. Teachers play essential role in implementing education, yet they describe inadequate support ensure its success. This study aims identify synthesise research examining teachers’ perceived needs classrooms that were published between 2007 2020. A systematic procedure was used articles resulted selection 25 studies review. Results revealed teachers often advocate appropriate teacher professional learning, improved availability teaching assistants sufficiency resourcing. also noted importance being able appropriately modify adapt curriculum, well collaborate other teachers, given adequate time plan teach smaller classes.