The purpose of this study was to examine how well preservice teacher education programs prepare in-service teachers in Jamaica to meet the needs of students in inclusive classrooms. Specifically, the study explored educators’ views and experiences on the adequacy of their preservice preparation for inclusive education, as well as the kinds of support they believe are needed to be effective. Five research questions guided the study: (1) What are the perceptions of educators regarding the curriculum of inclusive classrooms? (2) What are the experiences of educators in applying what they have learned aimed at promoting inclusive education? (3) How do the educators feel that their experiences affected classroom instruction and management? (4) From the perspective of educators, what support is needed from educational leaders to be effective? (5) How did the preservice and in-service program experiences affect the educators’ satisfaction with their in-service experience? A mixed-methods approach was employed, combining surveys and interviews to capture both breadth and depth of educators' perspectives. A total of 50 educators participated in the survey, and eight were interviewed one-on-one. All participants were taught in government schools across Jamaica. Importantly, only two respondents had received formal training in special education, highlighting a significant gap in preservice preparation for inclusive education. The findings reveal that while teachers expressed a genuine willingness to support students with disabilities, their preservice training did not adequately equip them for the realities of inclusive classrooms. Many reported feelings only partially prepared for classroom instruction and management, and most noted a lack of exposure to practical strategies, such as differentiated instruction, behaviour management, and assistive technologies. Some educators believed that students with disabilities might benefit more from being taught in separate settings. This view highlights the ongoing tension between the philosophy of inclusion and the realities of classroom practice. Educators also pointed to systemic barriers, limited resources, and a lack of consistent professional support as factors that make it challenging to implement inclusive education fully. The study concludes that preservice training in Jamaica remains insufficient in preparing teachers for inclusive education. A key policy recommendation is to establish sustained professional development workshops and seminars that provide hands-on strategies for inclusive teaching. Future research should position the Jamaican experience within global trends in inclusive education, explore the long-term effects of preservice preparation on teacher confidence and instructional effectiveness, and examine the role of leadership development in promoting inclusive practices. Additionally, further research should consider the impact of trained support personnel (“shadows”) and the potential of technology in enhancing inclusive education.
Rose Cowan-Bailey (Thu,) studied this question.