This book reports a systematic synthesis of research on teachers' use of adjustments to support
students with special educational needs who are currently in their mainstream classrooms. It
presents a comprehensive analysis and synthesis of both quantitative and qualitative data
including studies involving observation artefact examination interviews and surveys. It
offers a holistic understanding of the current practices used by teachers to fulfil the intent
of international inclusive education policy and support the inclusion of students with a range
of needs within the context of mainstream classrooms and programmes. This book also offers a
range of recommendations for improving practice.
