This study explores how mentors, supervisors, coaches, and administrators perceive their role in supporting both pre-service and in-service teachers as they prepare to educate students with disabilities. Drawing on structured interviews with twelve education leaders across multiple school divisions, the research identifies critical pedagogical priorities—such as lesson planning, collaboration, classroom management, instructional adaptation, and Individualized Education Program (IEP) development, and examines the dispositional traits that distinguish effective teachers. By centering the perspectives of those who provide direct support, the study offers valuable insights into how teacher preparation and professional development can better equip educators to meet the diverse needs of students with disabilities and sustain their success in inclusive classrooms.
Reflection for FASD Instructional Coaches
For FASD Instructional Coaches, this research reinforces the importance of focusing not only on teaching strategies but also on cultivating the dispositions that help educators succeed with diverse learners. The findings remind us that lesson planning, classroom management, and instructional adaptation are not isolated skills, they are strengthened when teachers are supported through mentorship, feedback, and real-world practice. Coaches play a critical role in fostering collaboration, modeling flexibility, and guiding teachers to see themselves as lifelong learners who adapt to the complex needs of students, including those with FASD. This perspective underscores that our coaching goes beyond strategies, it is about shaping mindset, confidence, and the capacity to build meaningful relationships that directly impact student success.