Magdalena Kohout-Diaz, Ph.D., is Professor in Education and Training Sciences at the National Institute of Teaching and Education (INSPÉ) of the University of Bordeaux, France. She has published numerous articles and works on inclusive education and related topics, including her notable book Inclusive Education: An Ongoing Process (L’éducation inclusive: Un processus en cours). Her research spans across various national contexts, with a particular emphasis on equity and social justice.Marie-Christine Deyrich, Ph.D., is Professor Emerita specialising in Applied Linguistics, English Studies, and Teacher Education at the University of Bordeaux, France. She is an active member of international educational associations such as ISATT and AERA. Her scholarly contributions extend to several collective projects, including Include: Language Learning for Active Social Inclusion, Pandemic Pedagogy: Educators’ Practices during the Covid-19, and the Invisible College Symposia.

• PrefaceList of Figures and TablesNotes on ContributorsIntroduction: From Bordeaux to Bari and Beyond – ISATT’s Past, Present, and FutureCheryl J. CraigPART 1: Current Situation: The Influence of National Contexts in Question1 The Need for Independent Life Skills for the Institutionalized Children in RomaniaDaniela Roxana Andron, Ștefania Kifor and Patricia-Gabriela Mociar2 Context and Paradoxes of Educational Inclusion of Ukrainian Refugees in PolandDorota Bazuń3 The School Inclusion of Students with Autism Spectrum Disorder between Pedagogical Practices and Representations of Tunisian School TeachersDhahri Amen4 Initial Training Teachers Facing Inclusive Education: Between Their Representations and Practices, What Evolutions? A Study in GuadeloupeElisabeth Issaieva and Axelle James5 “Interactions of Inclusion” between Refugee Students and Teacher Aides: Case Studies from High School Maths Classes in Aotearoa New ZealandFiona Smythe6 A Profession Focused on Equity and Social Justice: The Layered Work of Teacher EducatorsFernando Naiditch, Frances Rust, Carrie Nepstad and Diane Yendol-HoppeyPART 2: Facilitators: Conditions for Implementation7 When Inclusive Education Looks at the Effects of Teacher Communication Styles on Students’ MotivationSophie Sanchez-Larréa and Pascal Legrain8 Negotiating Policies and Standards: An Exploratory Analysis into Discourses of Accountability in Canadian Teacher EducationAdam Kaszuba, Mimi Masson, Stephanie Arnott, Robert Grant and Becca Friesen9 Student Teachers’ Moral Identity and Their Attitudes towards People with Disabilities: A Pilot Vignette StudyStella Danou, Aikaterini Vassiou, Vassiliki Tzika, Efstathios Xafakos and Stavroula Kaldi10 Critical Thinking Education: An Illusion or a New Mission for the Czech Inclusive Pedagogy?Martin Strouhal11 Anti-Stigma Potentials of Solidarity: The Case of BarkaMariusz KwiatkowskiPART 3: Facilitators: Strategies and Tools12 Teaching in Emergency Contexts: Analysis of the Support Protocols for Ukrainian Refugee Students in ItalyLaura Sara Agrati13 Self-Directed Telecollaboration as Inclusion: From Intercultural Capital to Intercultural CompetenceJoshua N. W. Gray14 Development of Collaboration Skills through the Implementation of the Flipped Classroom Model in the Primary EducationPanagiota Diamanti, Maria Chatzi and Stavroula Kaldi15 Promoting Inclusive Education by Implementing Transdisciplinary Teaching MethodsHeidi Flavian16 Paths of the Agency: Study Visits as a Tool for Local CohesionJoanna Frątczak-Müller and Anna Mielczarek-ŻejmoIndex

Magdalena Kohout-Diaz, Ph.D., is Professor in Education and Training Sciences at the National Institute of Teaching and Education (INSPÉ) of the University of Bordeaux, France. She has published numerous articles and works on inclusive education and related topics, including her notable book Inclusive Education: An Ongoing Process (L’éducation inclusive: Un processus en cours). Her research spans across various national contexts, with a particular emphasis on equity and social justice.Marie-Christine Deyrich, Ph.D., is Professor Emerita specialising in Applied Linguistics, English Studies, and Teacher Education at the University of Bordeaux, France. She is an active member of international educational associations such as ISATT and AERA. Her scholarly contributions extend to several collective projects, including Include: Language Learning for Active Social Inclusion, Pandemic Pedagogy: Educators’ Practices during the Covid-19, and the Invisible College Symposia.

• PrefaceList of Figures and TablesNotes on ContributorsIntroduction: From Bordeaux to Bari and Beyond – ISATT’s Past, Present, and FutureCheryl J. CraigPART 1: Current Situation: The Influence of National Contexts in Question1 The Need for Independent Life Skills for the Institutionalized Children in RomaniaDaniela Roxana Andron, Ștefania Kifor and Patricia-Gabriela Mociar2 Context and Paradoxes of Educational Inclusion of Ukrainian Refugees in PolandDorota Bazuń3 The School Inclusion of Students with Autism Spectrum Disorder between Pedagogical Practices and Representations of Tunisian School TeachersDhahri Amen4 Initial Training Teachers Facing Inclusive Education: Between Their Representations and Practices, What Evolutions? A Study in GuadeloupeElisabeth Issaieva and Axelle James5 “Interactions of Inclusion” between Refugee Students and Teacher Aides: Case Studies from High School Maths Classes in Aotearoa New ZealandFiona Smythe6 A Profession Focused on Equity and Social Justice: The Layered Work of Teacher EducatorsFernando Naiditch, Frances Rust, Carrie Nepstad and Diane Yendol-HoppeyPART 2: Facilitators: Conditions for Implementation7 When Inclusive Education Looks at the Effects of Teacher Communication Styles on Students’ MotivationSophie Sanchez-Larréa and Pascal Legrain8 Negotiating Policies and Standards: An Exploratory Analysis into Discourses of Accountability in Canadian Teacher EducationAdam Kaszuba, Mimi Masson, Stephanie Arnott, Robert Grant and Becca Friesen9 Student Teachers’ Moral Identity and Their Attitudes towards People with Disabilities: A Pilot Vignette StudyStella Danou, Aikaterini Vassiou, Vassiliki Tzika, Efstathios Xafakos and Stavroula Kaldi10 Critical Thinking Education: An Illusion or a New Mission for the Czech Inclusive Pedagogy?Martin Strouhal11 Anti-Stigma Potentials of Solidarity: The Case of BarkaMariusz KwiatkowskiPART 3: Facilitators: Strategies and Tools12 Teaching in Emergency Contexts: Analysis of the Support Protocols for Ukrainian Refugee Students in ItalyLaura Sara Agrati13 Self-Directed Telecollaboration as Inclusion: From Intercultural Capital to Intercultural CompetenceJoshua N. W. Gray14 Development of Collaboration Skills through the Implementation of the Flipped Classroom Model in the Primary EducationPanagiota Diamanti, Maria Chatzi and Stavroula Kaldi15 Promoting Inclusive Education by Implementing Transdisciplinary Teaching MethodsHeidi Flavian16 Paths of the Agency: Study Visits as a Tool for Local CohesionJoanna Frątczak-Müller and Anna Mielczarek-ŻejmoIndex

Magdalena Kohout-Diaz, Ph.D., is Professor in Education and Training Sciences at the National Institute of Teaching and Education (INSPÉ) of the University of Bordeaux, France. She has published numerous articles and works on inclusive education and related topics, including her notable book Inclusive Education: An Ongoing Process (L’éducation inclusive: Un processus en cours). Her research spans across various national contexts, with a particular emphasis on equity and social justice.Marie-Christine Deyrich, Ph.D., is Professor Emerita specialising in Applied Linguistics, English Studies, and Teacher Education at the University of Bordeaux, France. She is an active member of international educational associations such as ISATT and AERA. Her scholarly contributions extend to several collective projects, including Include: Language Learning for Active Social Inclusion, Pandemic Pedagogy: Educators’ Practices during the Covid-19, and the Invisible College Symposia.

• PrefaceList of Figures and TablesNotes on ContributorsIntroduction: From Bordeaux to Bari and Beyond – ISATT’s Past, Present, and FutureCheryl J. CraigPART 1: Current Situation: The Influence of National Contexts in Question1 The Need for Independent Life Skills for the Institutionalized Children in RomaniaDaniela Roxana Andron, Ștefania Kifor and Patricia-Gabriela Mociar2 Context and Paradoxes of Educational Inclusion of Ukrainian Refugees in PolandDorota Bazuń3 The School Inclusion of Students with Autism Spectrum Disorder between Pedagogical Practices and Representations of Tunisian School TeachersDhahri Amen4 Initial Training Teachers Facing Inclusive Education: Between Their Representations and Practices, What Evolutions? A Study in GuadeloupeElisabeth Issaieva and Axelle James5 “Interactions of Inclusion” between Refugee Students and Teacher Aides: Case Studies from High School Maths Classes in Aotearoa New ZealandFiona Smythe6 A Profession Focused on Equity and Social Justice: The Layered Work of Teacher EducatorsFernando Naiditch, Frances Rust, Carrie Nepstad and Diane Yendol-HoppeyPART 2: Facilitators: Conditions for Implementation7 When Inclusive Education Looks at the Effects of Teacher Communication Styles on Students’ MotivationSophie Sanchez-Larréa and Pascal Legrain8 Negotiating Policies and Standards: An Exploratory Analysis into Discourses of Accountability in Canadian Teacher EducationAdam Kaszuba, Mimi Masson, Stephanie Arnott, Robert Grant and Becca Friesen9 Student Teachers’ Moral Identity and Their Attitudes towards People with Disabilities: A Pilot Vignette StudyStella Danou, Aikaterini Vassiou, Vassiliki Tzika, Efstathios Xafakos and Stavroula Kaldi10 Critical Thinking Education: An Illusion or a New Mission for the Czech Inclusive Pedagogy?Martin Strouhal11 Anti-Stigma Potentials of Solidarity: The Case of BarkaMariusz KwiatkowskiPART 3: Facilitators: Strategies and Tools12 Teaching in Emergency Contexts: Analysis of the Support Protocols for Ukrainian Refugee Students in ItalyLaura Sara Agrati13 Self-Directed Telecollaboration as Inclusion: From Intercultural Capital to Intercultural CompetenceJoshua N. W. Gray14 Development of Collaboration Skills through the Implementation of the Flipped Classroom Model in the Primary EducationPanagiota Diamanti, Maria Chatzi and Stavroula Kaldi15 Promoting Inclusive Education by Implementing Transdisciplinary Teaching MethodsHeidi Flavian16 Paths of the Agency: Study Visits as a Tool for Local CohesionJoanna Frątczak-Müller and Anna Mielczarek-ŻejmoIndex