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This research study surveyed 100 undergraduate teacher education students in a regional university in Australia, explored selfreported perceptions of their knowledge about students with exceptional needs, and their competence to be effective educators of these students in an inclusive classroom. Additionally, we included a measure of general attitude toward teaching in an inclusive classroom. What made this exploratory study atypical was broadening the concept of 'exceptionality' to the inclusion of items related to students with physical and cognitive challenges, superior academic gifts and those deemed to be twice exceptional. The results were unexpected in that teachers' age, parental status and exposure to units of study in special and inclusive education did not differentiate their knowledge, perceived competence, or general attitude.

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This study investigated the effectiveness of virtual learning environment features for online Teaching, Learning and Assessment in all colleges of the Royal University of Bhutan. A mixed methods, parallel convergent design was adopted for this study. A total of 155 academics and 650 students participated in online survey questionnaires and 22 academic and 43 students responded to the online semi-structured interview questions. The auto-generated reports of VLE usage of 93 modules across the colleges were analysed to validate the findings on the usage of VLE features by academics from qualitative and quantitative data. The results showed that the academics' overall experience of using VLE for online teaching was positive whereas the majority of the students found it a challenging learning experience. While the academics were found to be competent in using only basic VLE features for online teaching, the students' perceptions of their tutors' competencies in online teaching were diverse ranging from very experienced to a beginner. Both the academics and students found learning through VLE not very effective as assessment and giving feedback online requires previous experience, sound IT knowledge and adequate resources. The results also showed that both academics and students were generally satisfied with the ICT facilities and resources in the colleges. However, students have experienced major constraints such as internet connectivity, financial support, IT facilities, power fluctuation and household chores while learning online from homes. Generally, they have found online learning through VLE as a new enriching opportunity to learn ICT tools, communication skills and social skills for collaborative online learning.

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