Hemendra S. Mistry

A review of initial teacher education for inclusion is crucial, as the concept of inclusive education is often embraced by theorists, researchers, and policymakers both nationally and internationally. This research aims to determine the existence of pre‐service level teacher training in inclusive education and the extent to which current training programmes prepare pre‐service teachers for inclusive education. This study reveals that, although universities in Gujarat (India) offer inclusive education as a part of the initial training at the B. Ed. level, its practical exposure is completely neglected. Practical experiences in actual inclusive classrooms and not just theoretical knowledge will not only help to improve the effectiveness of future teachers but will also contribute to the development of positive attitudes. Universities should also consider inclusive education for all, not just for those with special educational needs and disabilities (SEND) when revising or updating course contents.

As the primary beneficiaries of education, diverse students' perceptions of practices on diversity and inclusion policies in higher education are crucial for understanding the progress and growth and identifying the areas that require further attention. This study reviews eleven questionnaires that capture diverse students' perceptions of diversity and inclusion‐related aspects of higher education, with the aim of assisting researchers in selecting the most relevant measure based on the purpose of their research. Most of the reviewed questionnaires demonstrated adequate reliability and validity. The Students' Perceptions of Diversity (SPD) questionnaire and the Scale of Perceptions about University Inclusion (SPUI) were identified as the most appropriate questionnaires, as they possess adequate psychometric properties and address the perceptions of students from diverse backgrounds on diversity and inclusion at the higher education level. The Inclusive Management in Tertiary Institutes Scale (IMTIS) was another psychometrically valid instrument that employed more current terminology and adequately addressed the inclusion component at the tertiary level. This paper serves as a useful resource to facilitate the appropriate choice of questionnaires that measure diverse students' perceptions of diversity and inclusion.

In an effort to assist higher education institutions in becoming more inclusive of all student populations, universities are continuously reviewing their practices and policies on student diversity and inclusion. The INSTADINE rubric was developed to assist universities in assessing their practices on student diversity and inclusion in the areas of philosophy and mission, strategies, teaching, research and support services, and leadership. Each of these dimensions has a scale ranging from 1 ( institutionalisation to some extent) to 3 ( full institutionalisation) with descriptors for each score. The INSTADINE rubric has been incorporated to help universities identify their current level of attention to student diversity and inclusion in higher education, as well as to highlight areas needing further attention. The INSTADINE rubric can be available on request at mistryhemendra2015@gmail.com.

In an effort to assist higher education institutions in becoming more inclusive of all student populations, universities are continuously reviewing their practices and policies on student diversity and inclusion. The INSTADINE rubric was developed to assist universities in assessing their practices on student diversity and inclusion in the areas of philosophy and mission, strategies, teaching, research and support services, and leadership. Each of these dimensions has a scale ranging from 1 ( institutionalisation to some extent) to 3 ( full institutionalisation) with descriptors for each score. The INSTADINE rubric has been incorporated to help universities identify their current level of attention to student diversity and inclusion in higher education, as well as to highlight areas needing further attention. The INSTADINE rubric can be accessed from the University of Salamanca website ( https://www.usal.es/).

This study examines the teaching aptitude of pre‐service teachers towards inclusive education for children with disabilities in Gujarat, India. A total of 552 first‐year B.Ed. students enrolled in secondary teacher education institutions participated in the survey. A two‐part instrument was utilised: the first part collected demographic and professional background information, while the second part consisted of a 50‐item test assessing aptitude for teaching in inclusive settings. The findings revealed that pre‐service teachers in Gujarat demonstrated an overall average level of aptitude for inclusive education. However, they showed notably low aptitude in areas such as plus curriculum, curriculum adjustment, seating arrangements and the identification of intellectual disabilities. Significant differences in aptitude levels were observed based on participants' prior teaching experience and highest educational qualifications. The study concludes with a discussion on implications for policymakers and stakeholders to enhance teacher training programmes in India.