Phyllis Jones is Associate Professor in the Department of Special Education at the University of South Florida, USA.

• Foreword 1. Whose insider perspectives count and why should we consider them? 2. Using Vocabularies of Hope to Transform the Educational Experiences of Students identified as having Pronounced Literacy Difficulties 3. Young Children’s Views on Inclusion: Lessons for Teacher Educators 4. Attributes that Influence Inclusive Practice: Parent Perspectives on Quality Special Educators in Northwestern United States 5. School Principals’ Views of Teaching Standards for Inclusive Education in New Zealand 6. Pre-Service Teacher Reflections on Inclusive Experiences: Themes and Considerations 7. Canadian pre-service teachers and exclusion: Views and origins 8. From Teacher Prep to Teacher Limbo: The Experiences of Secondary Inclusive Educators Navigating Their Ways Into the Field 9. The Challenge of Curriculum Coherency and Relevance in Pre-service Teacher Training for Inclusive Education in Mexico 10. Thai Early Childhood Educators’ Perspectives: Transforming Inclusive Teachers to Move Beyond Religiosity 11. Teacher trainee learning about inclusive practice in initial teacher education in England: ‘Insider’ perspectives from within the school placement 12. Infusing Insider Perspectives in Online Learning in the USA: Teachers’ Journeys Towards Better Understandings 13. Teacher educator perspectives on systemic barriers to inclusive education: An international conversation 14. Developing Equitable Practices in Schools through Collaboration in Research 15. What are some of the critical ‘experiences’ and ‘lessons learned’ from teacher educators who have integrated insider perspectives that may inform the work of teacher educators for inclusion?