UNDERSTANDING TEACHER DECISION-MAKING IN INCLUSIVE CLASSROOMS: A QUALITATIVE STUDY OF BELIEFS, CONSTRAINTS, AND PEDAGOGICAL ADAPTATION
Authors
Ingrid Larsen ()Files
Key Information
Journal
Published in Vol. 1 No. 1 (2026) of Omega Journal of Inclusive Education and Practice.
OMEGA Journal of Inclusive Education and Practice is an international, peer-reviewed, open access journal committed to advancing research and practices that promote inclusive, equitable, and accessible education. The journal provides a platform for educators, researchers, and policymakers to share innovative ideas, empirical studies, and practical approaches that support diverse learners across all educational settings.
Key Highlights:
- Peer-reviewed (Double-blind)
- Open Access Journal
- Monthly Publication
- International Scope
Frequency of Publication: Monthly
Languages: English, Polish and Russian
Publication Format: Electronic
ISSN (E): 3072-4694
About the JournalAbstract
Inclusive education policies increasingly emphasize the role of teachers as central agents in creating equitable learning environments. However, the ways in which teachers interpret and enact inclusion in everyday classroom practice remain complex and context-dependent. This study explores teacher decision-making in inclusive classrooms through a qualitative analysis of reflective teaching narratives and semi-structured interviews. Focusing on experienced secondary school teachers, the paper examines how beliefs about learning, institutional constraints, and classroom realities shape pedagogical choices. The findings reveal that inclusive practice is not guided by fixed strategies but emerges through continuous negotiation between ideals and practical limitations. The study contributes to inclusive education research by highlighting the situated and interpretive nature of teaching in diverse classrooms.
