We reviewed the research on professional development (PD) for inclusive education between 2000 and 2009 to answer three questions: (a) How is inclusive education defined in PD research? (b) How is PD for inclusive education studied? (c) How is teacher learning examined in PD research for inclusive education? Systematic procedures were used to identify relevant research and analyze the target studies. We found that most PD research for inclusive education utilized a unitary approach toward difference and exclusion and that teacher learning for inclusive education is undertheorized. We recommend using an intersectional approach to understand difference and exclusion and examining boundary practices to examine teacher learning for inclusive education.
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