Teacher education for inclusion: Issues and challenges

The issue of inclusion is a crucial consideration in education and there have been increasing demands in recent years for schools to provide equality of opportunity for all pupils. However, the reality of providing for inclusion in many faceted settings such as schools is a complex issue, as indeed is the provision of education for inclusion. The main objective of this paper is to identify challenges encountered by teachers in managing inclusive classrooms and to throw light on the qualities and competencies that a teacher must possess for achieving successful inclusion. A majority of teachers were not trained on how to teach in an inclusive class. Mainstream teachers generally lacked confidence when they attempted to include students with disabilities into classes. However, the literature indicates that with proper training and resources and effective learning environment, inclusion can be a practically feasible. The educational environment is commonly recognised as a pivotal factor in the promotion of desirable values in young people. We must develop teachers who are self consciously aware of the values implicit in how they interact with special pupils and how they fulfil their professional role. Quality, equality and equity concepts are essential aspects in the implementation process of inclusion in teacher Preparation Programmes. To sum up, this present article outlines challenges facing in the implications of teacher education for inclusion, reflections on teacher education for inclusion and critically evaluates the process of implementation of teacher preparation programme.