Teaching in inclusive classrooms: bridging gaps from theory to practice

Research over the past five decades highlights the importance of sustained efforts by classroom teachers in successfully including diverse learners, including those with disabilities. However, not all teachers are effective in this regard. The reasons behind this disparity are complex and involve several factors, such as how teachers are prepared to handle diverse learners and how they continue to apply inclusive practices in the classroom. Key questions include the content of pre-service and in-service training, the consistency of these programmes across countries, and whether teachers are adequately prepared to teach in inclusive settings. This chapter explores these issues, examining gaps between theory and practice, and offers innovative solutions used globally. It also provides recommendations for researchers, policymakers, and educators to improve teacher preparation and support for inclusive education.