During the mid-1990s, members of the global education community issued the Salamanca Statement that described inclusive schools as effective educational environments that also combat discrimination. Since that time, considerable progress has been made in moving students with disabilities from separate placements to inclusive settings. In the USA, nearly 10% of the school-aged population needs special education services and of that group, 96% are educated in general education classrooms 80% of the time. Placement of such large numbers of students with disabilities has increased the diversity of the student body and the complexity of teaching of core curriculum. For teachers and students to be successful, teachers need on-going professional development. This paper explores the efficacy of a Job-Embedded Professional Development (JEPD) model in six schools (urban, suburban and rural) that had made a commitment towards including all students with significant disabilities in general education core curriculum. Results are discussed for the six schools as well as for students identified as displaying behaviour disorders, autism or intellectual disabilities.

Personal epistemologies, individuals' beliefs about the nature of knowledge and how one comes to know, can facilitate and constrain cognition, motivation, and learning (Pintrich, 2002). They are especially relevant in teacher education because preservice teachers will become responsible for the knowledge and knowing of others. This study investigated the question, How do preservice teachers approach their learning in a unified teacher education program? Through extensive interviews with 14 participants over the course of two semesters, the researchers gained insight into the preservice teachers' learning process and related epistemological beliefs. By understanding these beliefs, teacher educators may be able to improve instruction and learning in teacher education.

Sustaining teachers in culturally and linguistically diverse schools has been a prominent issue for years. This qualitative study focused on the impact of an enhanced preparation program on the cultural dispositions of five pre-service mathematics teachers. It is postulated that if positive cultural dispositions are developed in teacher candidates, the possibility of them remaining in cultural school settings is likely. Themes emerged demonstrating that the enhanced program heightened the participants’ awareness of cultural and linguistic differences, as well as, their commitment to impacting academic achievement. Of the five participants, four teach in a culturally and linguistically school after five years in the profession, demonstrating sustainability after participating in the enhanced program.

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