ARE WE PREPARING TEACHERS TO INCLUDE OR EXCLUDE?

In this chapter, I reflect on the shift in my thinking about where and how all learners, particularly those who need extensive support with their education, be educated. I share why I was sceptical about the feasibility of inclusive education in the Global South and what helped me to recognize the potential of inclusive education for achieving excellence for all learners. A key focus of this chapter is on the shortcomings of teacher education programs, particularly in the Global South, noting an overemphasis on theory, misconceptions about inclusion, colonial influences, and a lack of exposure to inclusive practices. To address these shortcomings, I propose five key principles: leveraging local and historical practices, promoting collaborative teaching models, simplifying inclusive education content, prioritizing effective teaching strategies, and incorporating student and parent feedback. By embracing these transformative principles, I argue, we can reform teacher education and create inclusive schooling systems that empower all learners to thrive globally.