Building Inclusive Education Capability Through an In-School Consultation Model: Changes in Educator Attitudes and Practice Use After a Yearlong Program

This study examined the impact of a yearlong, in-school consultation model designed to build educator capability in inclusive education. The model involved ongoing, collaborative consultation between school-based educators and an external specialist in inclusive education, with the aim of supporting teachers and education support staff to identify and address barriers to participation and learning for all students. Consultation was embedded within educators’ daily practice through regular classroom observations, joint problem-solving, modeling of strategies, and feedback cycles. Outcomes were assessed in terms of changes in educator attitudes toward inclusive education and their observed use of inclusive practices over the course of the program. Findings contribute to the consultation literature by demonstrating how sustained, school-embedded professional learning can strengthen the implementation of inclusive teaching practices, even when attitudes remain relatively stable.