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In this introduction to the special issue, we argue that inclusive education research should move beyond a traditional 'deficit' approach, rooted in special education. The articles contained in this special issue represent new ways of conceptualizing, researching, and exploring inclusivity in education. In sum, this special issue makes the case that inclusivity in education requires a complex systems approach of analysis and advocacy that recognizes multiple layers, actors, and sites. Specifically, any way of understanding inclusivity in education needs to foreground participants, practitioners, and end-users. We believe that new ways of researching and conceputalizing inclusivty in education also fits into current trends in international and comparative education.

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In this multiple case study, we apply sensemaking theory to examine and compare how middle school special and general educators perceive and respond to teacher evaluation reform, including formal classroom observations, informal walkthroughs, and student growth measures. Our findings reveal that special educators experience conflict between the policy’s main elements and their understandings of how to effectively teach students with disabilities. Furthermore, special and general educators held contrasting beliefs regarding the appropriateness of evaluation. Our findings illustrate the importance of acknowledging differences in special and general educators’ roles and responsibilities and encourage policymakers to reconsider uniform teacher evaluation policies.