ABSTRACT
The concept of inclusive education can be traced from the 1980s when "integration" was the main focus for classroom professional practice. During that time, learners were mainly categorized as either 'normal' students or others with special needs. The 21st-century classroom environment has been made accessible and inclusive for the previously excluded special needs students through the introduction of assistive technologies. Assistive technologies are tools designed to assist individuals in meeting their needs by enabling them to participate in learning and related academic tasks by minimizing or overcoming the challenges posed by a body structure disability This chapter shares the experiences of in-service teachers in using group reflections for improving teacher professional knowledge and development of inclusive practices. The participants in this pilot study were enrolled in the master of education program (MEd) on a part-time basis at a public University in Malaysia.
