Creating a learning environment for all children: are teachers able and willing?

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Collaborative classroom practice for inclusion: perspectives of classroom teachers and learning support/resource teachers (2016, background): “…practice (O’Gorman and Drudy 2010), exacerbated by ambiguity around the role of support teachers, lack of planning time and specialised training and teacher perception that pupils with SEN are the responsibility of specialist staff (Blecker and Boakes 2010; Takala, Pirttimaa, and Tormanen 2009).”
Teacher perceived difficulty in implementing differentiated instructional strategies in primary school (2017, methodology): “Teachers in differentiated classrooms have high expectations for all learners (Blecker and Boakes 2010). With regard to the assessment component, there are several important aspects such as preassessing before instructing, pre-assessing readiness to adjust lessons, provide formative and summative as”
Differentiated instruction: are Hong Kong in-service teachers ready? (2016, background): “…studies also indicated that teachers could not do differentiation effectively because of lack of planning time, as well as lack of administrative support or encouragement by the school leadership (Blecker & Boakes, 2010; Thousand, Villa, & Nevin, 2006; VanTassel-Baska & Stambaugh, 2005).”