Abstract
Despite the need for inclusive education in South Africa, many teachers have not been appropriately trained for the inclusion process for learners with disabilities in classrooms. A consideration of teacher education for inclusive education involves examining both the structural and professional barriers to training that prevent effective implementation. We review the outcomes of a teacher education project in South Africa through three studies that emanate from Teacher Empowerment for Disability Inclusion (TEDI) at the University of Cape Town. These studies are a situation analysis; a survey of teacher education availability for working with learners with severe disabilities; and an evaluation of short courses. We draw on these studies to develop a holistic picture of the kind of training needed to develop the knowledge, attitudes and skills of teachers to address barriers to learning that arise from disability. This entails a conceptual analysis of how the different elements of training work together to address learner needs.
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