Inclusive Education in Teacher Education

While the current educational system hopes to promote an inclusive education system for all children with special needs, in reality, it hasn't yet reached its goal of inclusive education for children with any type of disability. Some say, one of the main reasons is that most education systems have not adopted and institutionalized strategies, methods, and practices developed by a number of educators. It's also important to consider the deficit that many teachers face when attempting to teach children with disabilities. In fact, it is often argued that teachers are not adequately prepared to be inclusive and teach students with disabilities in the same classroom. It is often stated that we live in a world that is not democratic. This means that in the real world, there is a lack of real and meaningful equality of opportunity, particularly for people with disabilities. Poverty around the world is rife, and real choices are often quite limited. The environment, social, and economic continuity is compromised. Inclusion is quite the opposite. A society that is truly inclusive will be a society that allows for real and meaningful equity. Such a society will value impairment. These are the realities that need to be reflected in the future of educator preparation and education itself. Of all the changes that need to happen, these are the most compelling and imperative. The well-being of all learners is at stake. Thus, preparing educators for the inclusion of all students is the focus of this paper.