{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,1,9]],"date-time":"2026-01-09T12:18:09Z","timestamp":1767961089717,"version":"3.49.0"},"reference-count":58,"publisher":"MDPI AG","issue":"1","license":[{"start":{"date-parts":[[2026,1,9]],"date-time":"2026-01-09T00:00:00Z","timestamp":1767916800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"Special Account of Research Grants of the University of Thessaly"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Computers"],"abstract":"<jats:p>This study examines the profiles of secondary special education teachers regarding their readiness for inclusive teaching, with technology-enhanced practices operationalized through participation in STEAM-related professional development. A total of 323 teachers from vocational high schools and integration classes participated. Four indicators of professional preparation were assessed: years of teaching experience, formal STEAM training, exposure to students with special educational needs (SEN), and perceived success in inclusive teaching, operationalized as self-reported competence in adaptive instruction, classroom management, positive attitudes toward inclusion, and collaborative engagement. Cluster analysis revealed three distinct teacher profiles: less experienced teachers with moderate perceived success and limited exposure to students with SEN; well-prepared teachers with high levels across all indicators; and highly experienced teachers with lower STEAM training and perceived success. These findings underscore the need for targeted professional development that integrates inclusive and technology-enhanced pedagogy through STEAM and is tailored to teachers\u2019 experience levels. By integrating inclusive readiness, STEAM-related preparation, and technology-enhanced pedagogy within a person-centered profiling approach, this study offers actionable teacher profiles to inform differentiated professional development in secondary special education.<\/jats:p>","DOI":"10.3390\/computers15010042","type":"journal-article","created":{"date-parts":[[2026,1,9]],"date-time":"2026-01-09T10:35:52Z","timestamp":1767954952000},"page":"42","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Preparation for Inclusive and Technology-Enhanced Pedagogy: A Cluster Analysis of Secondary Special Education Teachers"],"prefix":"10.3390","volume":"15","author":[{"given":"Evaggelos","family":"Foykas","sequence":"first","affiliation":[{"name":"Special Education Department, University of Thessaly, 38221 Volos, Greece"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-0648-5515","authenticated-orcid":false,"given":"Eleftheria","family":"Beazidou","sequence":"additional","affiliation":[{"name":"Special Education Department, University of Thessaly, 38221 Volos, Greece"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8608-7597","authenticated-orcid":false,"given":"Natassa","family":"Raikou","sequence":"additional","affiliation":[{"name":"Special Education Department, University of Thessaly, 38221 Volos, Greece"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8348-6533","authenticated-orcid":false,"given":"Nikolaos C.","family":"Zygouris","sequence":"additional","affiliation":[{"name":"Department of Computer Science and Telecommunications, University of Thessaly, 35100 Lamia, Greece"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"1968","published-online":{"date-parts":[[2026,1,9]]},"reference":[{"key":"ref_1","unstructured":"UNESCO (2023). 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