Curriculum review reveals an absence of practical classroom exposure in pre-service inclusive education programs, highlighting the need for experiential teacher training.
A review of initial teacher education for inclusion is crucial, as the concept of inclusive education is often embraced by theorists, researchers, and policymakers both nationally and internationally. This research aims to determine the existence of pre‐service level teacher training in inclusive education and the extent to which current training programmes prepare pre‐service teachers for inclusive education. This study reveals that, although universities in Gujarat (India) offer inclusive education as a part of the initial training at the B. Ed. level, its practical exposure is completely neglected. Practical experiences in actual inclusive classrooms and not just theoretical knowledge will not only help to improve the effectiveness of future teachers but will also contribute to the development of positive attitudes. Universities should also consider inclusive education for all, not just for those with special educational needs and disabilities (SEND) when revising or updating course contents.
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Mistry et al. (2026) studied this question.
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