Maciver, DonaldHunter, CathleenAdamson, AmandaGrayson, ZoeForsyth, KirstyMcLeod, Iona2019-05-302019-05-302019-07-12Maciver, D., Hunter, C., Adamson, A. J., Grayson, Z. K., Forsyth, K. A. & McLeod, I. (2019) Development and implementation of the CIRCLE Framework. International Journal of Disability, Development and Education, 67(6), pp. 608-629.1465-346X1034-912Xhttps://eresearch.qmu.ac.uk/handle/20.500.12289/9751https://doi.org/10.1080/1034912X.2019.1628185Donald Mciver - ORCID: 0000-0002-6173-429X https://orcid.org/0000-0002-6173-429XAcknowledgements: Thanks are due to the Head Teachers and staff from the participating schools. Thanks to the City of Edinburgh Council’s Additional Support for Learning Service and to Martin Vallely, Professional Services Manager.This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Disability, Development and Education on 12 Jul 2019, available online: https://www.tandfonline.com/doi/full/10.1080/1034912X.2019.1628185We report the implementation of a new framework supporting teacher practice for inclusion of children with disabilities in mainstream classrooms. Eight schools in one Scottish authority took part. Questionnaire, focus group and interview data were gathered. Results indicated that the framework was well-received and provided a useful resource for class teachers. The framework was perceived as a feasible method for supporting teachers and related personnel to think systematically about key issues relating to children with disabilities in the classroom. It was suggested that provision of a common language was supportive of collaborative working. Areas for revision included a system of navigation and simplification in the framework manual.608-629enInclusionDisabilityTeachingFrameworkChildrenCollaborationQualitativeImplementationArticle