In order to form or take part in a learning study group there must be positive teacher attitude, teacher open-mindedness, and a willingness to try/ explore new ideas/ strategies for best practice resulting in positive outcomes. Not only willingness to participate from the teachers but from administration as well. It is critical to meet with researchers to engage in collaboration and open discussion on what a learning study entails and how it can be executed for the benefit of classroom improvement. Sharing of knowledge “for practice” and “of practice” helps to have a clear understanding of what is expected for learner centered education to be a success.

Regular reflections inform their planning about what can be done next or how we can do things differently. The environment becomes one where teachers are comfortable to share their observations/ reflections, suggestions without being scrutinized and judged as failures.

Learning study can be used to develop inclusive teachers since learning study promotes willingness to participate, consulting with researchers/ experts for best practice, provision for collaboration, open discussion, engaging in authentic reflection/ assessment, understanding the concept of study centered learning/ instruction. The positive student outcomes/ performances change the attitudes and beliefs of teacher to a positive and welcoming one. These identical traits and attribute modelled in modern study is the same attributes and traits necessary for teachers to embrace inclusive education and become inclusive education teachers as well.