What do teachers' and TA's perceptions of their roles in supporting inclusion tell us about their professional development needs?

This research study addressed mainstream primary teachers' knowledge, understanding and beliefs on inclusive practice. The initial problem was understanding why teachers feel so poorly equipped with the ability to teach children with SEND and embrace an inclusive approach for all learners. To achieve this, we had to look at their beliefs and values on inclusion and identify what training needs arose from them. The data revealed confusion between SEND and inclusion. The research used key readings and tools already in place and tried and tested in the education sector, such as Learning without Limits (Hart et al. 2012) and Universal Design for Living (Carrington et al., 2020), The inclusive practice project in Scotland (Rouse and Florian, 2009), Knowing, Doing and believing (Rouse, 2006