Chris Forlin is Professor of Special and Inclusive Education at the Hong Kong Institute of Education. She has also edited Reform, Inclusion and Teacher Education: Towards a New Era of Special Education in the Asia-Pacific region (Routledge, 2008).

• Part 1: Social and political challenges in teacher education for inclusion 1. Re-framing teacher education for inclusion 2. Political economy, inclusive education and teacher education 3. Training tension in an international and intercultural context 4. A national strategy for supporting teacher educators to prepare teachers for inclusion Part 2: Innovative approaches for initial teacher preparation 5. Reforming initial teacher education: a necessary but not sufficient condition for developing inclusive practice 6. A content–infused approach to preservice teacher preparation for inclusive education 7. Inclusive professional learning schools 8. Initial teacher education and inclusion: a triad of inclusive experiences 9. Fostering empathy and understanding: a longitudinal case study pedagogy 10. Preparing teachers to work with parents and families of learners with SEN in inclusive schools 11. Using reflective practices for preparation of preservice teacher for inclusive classrooms 12. Preparing preservice teachers for effective co-teaching in inclusive classrooms 13. Teacher education online: towards inclusive virtual learning communities 14. Evaluating inclusive teacher education programs: a flexible framework Part 3: Professional learning for practising teachers 15. Modelling and guiding inclusive practices: a challenge for postgraduate educators 16. Humanizing online learning: ways of engaging teachers in contemporary understandings and practices 17. Attending to diversity: a professional learning program in Mexico 18. Engaging teachers in supporting positive student behavior change 19. Professional learning as collaborative inquiry: working together for impact 20. A four–ply model of professional development for inclusive education 21. Including students with special educational needs in professional learning for teachers 22. Initial teacher training to meet the needs of students with disabilities who are culturally and linguistically diverse 23. Cooperative action research for inclusive education and professional learning in a "Learning in Regular Classrooms" school 24. A model professional learning program for enhancing the competency of students with special needs 25. Upskilling all mainstream teachers: What is viable? 26. Future direction for teacher education for inclusion