The project ‘ProuD to Teach All Learners’ is a response to the high demands that the increasing diversity of 21st century classrooms put on practitioners, policy makers as well as researchers across Europe. The ProuD project aims to support educational professionals in developing a professional vision conducive to inclusion, including a commitment to see diversity as an asset for enhancing learning; and to promote whole-school approaches that strengthen the interprofessional collaboration between learners, families, teachers and other actors. Specific goals include: (i) to investigate professional development strategies to make teachers eager to learn to teach all learners, (ii) to devise an accessible online inspiration centre that engages teachers to use evidence-based resources, (iii) to strengthen teachers’ interprofessional collaboration skills in inclusive networks and to enhance the coaching skills of experienced teachers, school leaders and other senior educational professionals to enable them to lead Professional Learning Communities (PLCs). One of the main products of Proud Project is to develop a professional development program (PDP) to be implemented in 10 professional learning communities (PLCs) of the 5 participating countries. Countries included in Proud Project are Belgium, Latvia, the Netherlands, Portugal and the UK. The program will be designed to answer the learning needs of the professional community through a process of collaborative action research. As a first step, the project entails the intellectual output 1 (IO1) - Inclusive Learning under the Magnifying Lens: research and policy recommendations promoting effective professional development for inclusion – that aims to define recommendations on how to realize an inclusive pedagogy across Europe, by scrutinizing existing PDPs and the professional needs on their professional learning for inclusion. To draw recommendations on how research, policy and practice can jointly support educational professionals to become powerful change agents for inclusion, it was implemented three levels of analysis: 1. an international overview on good practices and trends - using documents produced by reference agencies about the profile of inclusive teachers, and professional and collaborative competencies towards inclusive education – combined with a systematic review of studies focused on implementing and examining the impact of professionals’ development programs (PDP) for inclusive pedagogy and collaborative practices; 2. a country analysis of policies and a documental analysis of a sample of PDPs provided by each partner institution, focusing on target-contents and skills, and on training strategies used to create inclusive learning environments and to collaborate with diverse stakeholders; 3. a survey on professionals’ needs for their professional learning for inclusion. In accordance with those levels of analysis, this book is composed of four main parts. One consists of a literature overview over good practices and trends on teachers’ learning for inclusion, that ends with the analysis of studies examining the implementation of PDPs. The second chapter offers a review of policies on inclusive education and on teachers’ education for inclusion of each of the partner-countries, combined with the analysis of education programs for inclusion from partner-institutions. A needs’ analysis through the implementation of a survey to educational professionals are presented in the third chapter. Finally, the last chapter consists of a summary of the lessons learnt and of a set of research and policies’ recommendations for promoting effective professional development for inclusion.