The Need for Inclusive Education and Teacher Support in Mainstream Classrooms: The Perspectives of Teachers in KwaZulu-Natal Province

Higher education of persons with disabilities and persons with disabilities is among the priorities of the state and society. The solution of the task of vocational education and employment of people with disabilities is determined by a complex of interrelated factors, including the readiness of university staff to implement the practice of inclusive higher education. Teachers engaged in the inclusive education of students with disabilities must have certain professional characteristics. According to the professional standard, the list of professional competencies of a higher education teacher weakly reveals the specifics of the activities of a specialist in the area of inclusive higher education. Available studies confirm the need for a deeper study of the issue of diagnostics and the formation of readiness of university teachers for professional activities in an inclusive education. The long-term studies described in the article were based on the hypothesis that training university teachers for professional activities in an inclusive education environment should include a full cycle of activities including screening diagnostics, the implementation of an additional education program, group support and advisory support, and dynamic tracking of the level of readiness. The study was implemented from 2013 to 2019. The total sample of the study was 562 people, teachers and employees of 25 universities of the North-West Federal District. A representative sample of the study was 327 people, teachers and staff who went through all stages of the study. The results of the study make it possible to assess the readiness of higher school teachers for professional activities in an inclusive education from pre-readiness to inclusive readiness inclusive. The results of the formative part of the study showed that the general and specific personality characteristics that determine the success of activities in the field of inclusive higher education arise in the process of special education, professional activity in the context of inclusion and with mandatory support of teachers from the staff of inclusive education resource centers. This leads to an increase in the proportion of university teachers who have a positive attitude towards inclusive education, demonstrating productive coping strategies, an optimal, advanced and acceptable level of readiness for inclusive higher education.

The integration of inclusive practices into the preschools in China has unfolded as a gradual and intricate process, marked by the initiation of the "Learning in Regular Classrooms" campaign by the China Ministry of Education in the 1980s. This campaign signified a pivotal step towards the integration of children with special needs into mainstream classrooms. As the landscape of education in China continues to evolve, the concept of inclusive education has gradually seeped into the area of preschool education. However, this transformative journey has been multifaceted and intricate. This study takes a pivotal turn by directing its attention to pre-service early childhood education teachers, aiming to assess their readiness in implementing the principles of inclusive education. Employing a questionnaire adapted from the Index of Inclusion by Booth et al. (2006), this study aimed to investigate the pre-service early childhood teachers' perspectives on inclusive culture, policy, and practice. The outcomes of this analysis offer a nuanced understanding of the perceptions of inclusive culture, policy, and practice, as observed through the lens of future teachers in early childhood education. This exploration serves as a critical examination of the challenges and strengths that these prospective teachers bring to the context of implementing inclusive education in preschool settings. The results not only contribute to the broader discourse on inclusive education in China but also offer valuable insights for refining and strengthening training and preparation programs for pre-service teachers in the country. This nuanced understanding of the perspectives of future teachers serves as a catalyst for informed enhancements to teacher training, ultimately shaping a more inclusive and effective early childhood education landscape in China.

Inclusive education presents significant challenges for general education teachers, particularly in mainstream classrooms where learners with special needs are integrated. This study explored the lived experiences of general education teachers in Davao Oriental, Philippines, who manage inclusive classrooms without specialized training. The overarching objective was to understand how these teachers navigate instructional, emotional, and institutional demands while fostering inclusive practices. Specifically, the study sought to uncover their experiences, coping mechanisms, and insights that inform their teaching strategies. A qualitative phenomenological design was employed to capture the personal narratives of five purposively selected teachers. Data were collected through semi-structured, in-depth interviews and analyzed using descriptive phenomenological method of Colaizzi. The participants shared their experiences of teaching learners with special needs alongside regular students, highlighting the emotional stress, lack of preparation, and instructional challenges they face. Findings revealed three major themes: (1) difficulties in addressing diverse learning needs, (2) emotional strain due to limited resources and support, and (3) inadequate training in inclusive education. Despite these challenges, teachers demonstrated resilience through differentiated instruction, peer collaboration, and continuous professional development. They emphasized the importance of school and parental support, flexible teaching strategies, and a collaborative culture in promoting inclusive education. This study contributes to the understanding of inclusive teaching from the perspective of general education teachers and underscores the need for systemic support, targeted training, and shared responsibility in inclusive education. It offers practical insights for educational institutions aiming to strengthen inclusive practices and teacher preparedness.

Introduction. With the increasing number of students with special educational needs (SEN), the Ukrainian system of mathematics teacher education faces significant challenges, particularly the insufficient knowledge and practical skills required for effective teaching in inclusive classrooms. The study of international models and practices is of particular importance for the Ukrainian education system. It not only enables the identification of effective strategies and approaches for organizing inclusive mathematics education but also supports the modernization of professional training for future mathematics teachers in the context of inclusive education. Purpose. The purpose of the study is to analyze contemporary international models and practices of inclusive mathematics education in general secondary schools, with a focus on improving the professional preparation of future mathematics teachers in higher education institutions. Methods. To achieve this aim, general scientific methods (analysis, synthesis, concretization, comparison, classification, generalization) were applied, allowing for a comprehensive examination of international models and practices in inclusive mathematics education. Results. The findings indicate that mathematics teacher training should explicitly incorporate issues related to the implementation of inclusive practices. The role of mathematics and mathematics education in the formation and development of personality has been substantiated. It has been emphasized that new approaches, models, and effective practices should be introduced into mathematics teaching within inclusive education. Several models for implementing inclusive education, including mathematics instruction, have been presented and compared. Such international experience can be adapted and partially integrated into Ukrainian practice, as well as serve as a foundation for modernizing the professional preparation of future mathematics teachers. It is concluded that international experience reveals a wide spectrum of models and practices in inclusive mathematics education, which combine adapted teaching methods, differentiated approaches, extensive use of digital technologies and platforms, and strategies for collaboration with specialists in psychological and pedagogical support. Originality. The scientific novelty of the study lies in the analysis, comparison, systematization, and conceptual justification of international experience in inclusive mathematics education within the context of modernizing mathematics teacher preparation. It also lies in a transformational approach that translates international practices into specific, well-founded, and ready-to-implement recommendations for the Ukrainian education system. Conclusion. International practice demonstrates a systematic and multi-component approach to inclusive mathematics education, offering diverse models and effective strategies. Among them, the European multi-track model is particularly relevant for Ukraine, as its flexibility allows for the combination of different forms of learning while addressing individual student needs. The most effective framework for implementing inclusive education is Universal Design for Learning (UDL), which emphasizes flexibility and the adaptation of both content and teaching methods. The international models highlighted in this study can be adapted to Ukrainian realities. Some models, such as the “pull-out” and “cluster” approaches, are already partially implemented in Ukraine through the organization of resource rooms. Effective inclusive mathematics education is impossible without close collaboration between teachers and assistants, as well as the continuous professional development of educators. The process of professional training for future mathematics teachers is crucial, as it shapes their inclusive competencies and readiness for teaching in inclusive classrooms. In this context, modernizing teacher education programs requires the inclusion of specific components and specialized modules on inclusive education. These should address not only theoretical knowledge but also practical skills, such as task differentiation, the use of digital tools, and effective collaboration with representatives of psychological and pedagogical support for children with SEN. Future research should focus on developing methodological materials for university lecturers that integrate inclusion-related issues into courses on general methods of teaching mathematics in secondary schools.

Traditionally, in U.S. K‐12 schools, inclusive education has been used in the context of students with disabilities participating in the general content area or the mainstream classroom together with their peers. We redefine inclusive education (and subsequently inclusive teacher education) to refer to teaching all students, including multilingual learners. We argue, based on our conceptualization and practice, that training inclusive teachers requires 1) a carefully planned curriculum; 2) instructors who are inclusive educators themselves and know from experience and training the mainstream classroom, special education and/or English as a second language (ESL); and 3) collaboration with schools and districts.

This study investigates Taiwanese preschool educators’ beliefs and teaching practices regarding inclusive education. Emphasizing the integration of children with disabilities into mainstream classrooms, inclusive education is crucial for fostering equitable and accessible learning environments for all children. A questionnaire survey was administered to 4,585 preschool teachers across various regions, exploring their attitudes toward inclusion, instructional strategies, and the challenges they face in implementing inclusive practices. The findings reveal a discernible gap between teachers’ positive views on inclusive education and their actual teaching practices. While educators generally endorse inclusive principles, implementation is hindered by challenges such as inadequate specialized training, insufficient resources, and inconsistent administrative support. The study underscores the necessity of enhanced professional development programs that equip teachers with the pedagogical skills and strategies, including principles of Universal Design for Learning, to effectively support the diverse needs of all students in inclusive settings. These insights contribute to the ongoing discourse on improving inclusive education policies and practices in Taiwan, advocating for a comprehensive approach that bridges theoretical understanding with practical application.

During the 1980s, China's National Education Commission's Education Department initiated the "Learning in Regular Classroom" program, aimed at promoting inclusive education by integrating children with special educational needs into mainstream classrooms. This program laid the groundwork for inclusive education in China. Despite the gradual implementation of inclusive education across the country, its advancement in preschool settings has been relatively slow. This study focuses on preschool teachers, exploring the indicators of inclusive preschool education through data analysis from both in-service and pre-service teachers. We conducted a survey involving 30 in-service and 30 pre-service preschool teachers, utilizing a questionnaire to evaluate inclusive education indicators. The findings revealed that both groups had comparatively low scores in the aspects of inclusive culture and policy in preschool environments. Notable differences were observed among the groups regarding inclusive culture, policies, and practices. The study's results offer insights into the existing state and potential future of inclusive education in Chinese preschools, highlighting areas for improvement and further research.

Inclusive education (IE) was introduced in 2001 in South African schools. Still, its implementation in mainstream classrooms has not attained optimum potential. To highlight the shortcomings, this study explores factors preventing teachers from effectively implementing IE in a combined school. Qualitative data were collected through interviews, questionnaires, and document analysis. Thematic analysis results revealed teacher preparedness, among other factors, is impeding the effective implementation of IE in schools. Bronfenbrenner’s theory emphasised the need for collaboration to achieve systemic goals. The study recommends education authorities consider the shortcomings to strengthen teacher efficacy and student support, including endorsing school infrastructure IE compliant.

The study sought to establish teacher’s attitude towards inclusive education in Tanzanian primary schools: A case of Iringa District using the qualitative approach and a case study design. The population of the study was primary school teachers of whom a total sample of 36 respondents was selected in the following distribution: 30 primary school teachers and 6 head teachers. Thirty (30) primary school teachers were selected through simple random sampling while three (6) heads of schools were purposely selected. The study employed semi-structured interview and focus group discussion (FGD) as instruments to obtain data which was analyzed thematically. The study established that while school heads had positive attitude toward inclusive education, teachers had a limited understanding of what inclusive education actually is as they considered it as simply combining disabled learners in the mainstream classes. Teachers had negative attitude toward inclusive education as they believe that having a mixture of students with behavioral challenges and learning disabilities makes the class not easily manageable. Based on the conclusions, it is recommended that the government should conduct capacity building seminars and workshops in which teachers can gain knowledge and appropriate skills on how to have challenged learners included in the mainstream classrooms. Finally, administration of schools need to ensure availability of appropriate teaching and learning resources for inclusive classrooms so that learners of various kinds may be met at the points of their needs during the teaching and learning sessions in the mainstream classrooms.

Inclusive education is a strategy to provide opportunities for students with learning disabilities (LD) to interact with their typically developing peers in the classroom. Moreover, teachers play a vital role in aiding the participation of students with LD in mainstream settings. This study explores the views of mainstream and special teachers on inclusive education in Malaysia. The study focuses on describing and understanding school inclusion practices along with the teachers’ roles in supporting the participation of students with LD within the mainstream school environment. Six teachers were recruited through purposive sampling for the interview, whereby the interviewed data was subjected to thematic analysis. The findings emphasised the need for school-classroom interventions that reflect teachers’ professionalism, the network connection of students with LD in schools, the importance of student's placement in mainstream school settings, together with challenges encountered by students with LD to develop interactions and relationships with mainstream teachers and typically developing peers. In conclusion, the study revealed teachers’ readiness on supporting regular education experience for students with LD in mainstream classrooms. The results can also be used to map effective inclusive education practice strategies and policies in Malaysia.

Inclusive education is a transformative approach that aims to provide equitable learning opportunities to all students, including those with special needs, within mainstream classrooms. The successful implementation of inclusive practices largely depends on the attitudes and readiness of teachers. This study investigates and compares the attitudes of general and special teacher trainees towards inclusive education in Jaipur city. A total of 300 teacher trainees (150 general and 150 special) were randomly selected from various teacher training institutions in Jaipur. A descriptive survey method was employed, and data were collected using a self-administered attitude scale developed for this purpose. The data were analyzed using statistical tools such as mean, standard deviation, and independent samples t-test. Findings revealed that general teacher trainees exhibited significantly more positive attitudes toward inclusive education compared to special teacher trainees. The difference in mean attitude scores between the two groups was found to be statistically significant at the 0.05 level. The study concludes that while both groups recognize the importance of inclusive education, there is a need to strengthen special education training programs to promote more inclusive mindsets. The study offers suggestions for curriculum enhancement, increased practical exposure, and attitudinal development for both groups of trainees.

Inclusive education aims to ensure the participation of all students, regardless of their abilities or disabilities, in mainstream education systems. Teachers play a pivotal role in implementing inclusive practices.. Inclusive education is a crucial aspect of educational equity, and understanding teachers' perspectives is essential for effective policy implementation. This study explores the attitudes of secondary school teachers towards inclusive education, with a focus on how these attitudes vary based on geographic location and gender. Inclusive education, which promotes the integration of all learners—regardless of abilities or backgrounds into mainstream classrooms, relies heavily on the perspectives and readiness of teachers to implement inclusive practices. The research investigates whether differences exist in the attitudes of rural and urban teachers, as well as between male and female educators. Findings reveal that there is a noticeable difference in attitudes based on location, with urban teachers generally demonstrating more favorable views toward inclusive education compared to their rural counterparts. Although this difference is evident, it is moderate in strength and not consistently significant at more stringent levels of analysis, indicating that while place of service may influence teacher attitudes, it is not the sole determining factor. In contrast, gender differences in attitudes toward inclusive education are more pronounced and consistent. Female teachers exhibit a significantly more positive outlook on inclusive education than male teachers. This suggests that gender plays a substantial role in shaping perceptions and openness toward inclusive teaching practices. The study highlights the importance of addressing these attitudinal differences through targeted professional development, training programs, and institutional support. Encouraging positive attitudes among all teachers regardless of their background or gender is essential for the successful implementation of inclusive education. The findings offer valuable insights for policymakers, educators, and stakeholders aiming to foster inclusive learning environments in secondary schools.

Introduction. The institutionalisation of inclusion in higher education determines new requirements for university teachers, what is also found in the field of psychological readiness for the implementation of the educational process with the participation of students with disabilities. Aim. The present research was aimed to develop theoretical framework and experimental verification of the model of psychological readiness of academic teaching staff for the implementation of an inclusive educational process. Methodology and research methods. Methodologically, the research was based on the idea that the true implementation of inclusive higher education is conditioned by the formation of an inclusive culture of university teachers, which serves as the foundation for the implementation of inclusive practices and policies and one of the immanent attributes of which is psychological readiness to implement the educational process with the participation of disabled students. In the diagnostic and methodological terms, the current study relied on the authors' questionnaire containing the blocks of questions built using a 5-point Likert scale and characterising the severity of the various components of such readiness among university teachers in relation to working with disabled students of diverse nosological groups. The survey results were analysed qualitatively and quantitatively using the Cronbach Alpha coefficient, Shapiro-Wilk, Kolmogorov-Smirnov, Mann-Whitney tests, and the median test applying the Pearson test. To check the consistency of the proposed theoretical model of the psychological readiness of university teachers to implement an inclusive educational process, structural equation modelling (or SEM - the method of asymptotically non-parametric assessment) was employed. For statistical calculations, the program IBM SPSS Statistics ver.23 and the AMOS module were used. Results. The integrative model of the psychological readiness of faculty for the implementation of an inclusive educational process has been theoretically substantiated and experimentally confirmed. This model includes a motivational-value component (the acceptance of the values of an inclusive culture, beliefs and attitudes of the teacher regarding inclusive education), an affective component (the emotional acceptance of the situation of inclusive education and its subjects) and an operational component (the teacher's assessment of own skills in using the tools of inclusive education). In the presented model, the teacher's methodical preparedness for teaching students with disabilities acts as a cognitive component, and the resulting component is the implementation of inclusive practice based on the willingness and ability to interact with students with disabilities. It was found that, to the greatest extent, university teachers have formed a motivational readiness to implement inclusive education, but they experience a deficit of operational skills, when working with students with disabilities. At the same time, the level of psychological readiness to implement an inclusive educational process significantly differs depending on the subject specialisation of teachers and the presence / absence of previous experience of interaction with people with disabilities. Scientific novelty. The model of the psychological readiness of teachers for the implementation of inclusive education in Russia was developed and empirically confirmed. Practical significance. The findings of this research highlight the significance of the stages of the formation of university teachers' psychological readiness for inclusive education. The following stages are determined: from providing basic methodological readiness in the framework of professional development through the creation of internal conditions for readiness for inclusive education, examining the experiences and psychological difficulties in interacting with people with disabilities, and, finally, to accompanying the actual inclusive teaching practice.

Promoting equal learning opportunities for all students, including those with special educational needs (SEN), has become a global priority. Focused on inclusive education, this study explores secondary English teachers lived experiences and challenges in supporting students with special needs in mainstream classrooms at Lutayan National High School. Participants were selected based on having at least five years of teaching experience and three consecutive years managing classes, including students with SEN. Employing a transcendental phenomenological research design, this qualitative study utilized semi-structured, face-to-face interviews to gather in-depth insights, guided by Moustakas’ approach to phenomenological inquiry. The findings revealed thirteen (13) emerging themes from the responses on the secondary English teachers lived experiences and contexts in inclusive education in English classrooms. They were all synthesized from 132 formulated meanings, 82 initial themes, and 45 clustered themes. It examines teachers' pedagogical strategies, behavior support, emotional rewards, student success, roles as inclusive educators, and ability to manage expectations and set achievable goals. Key challenges identified include insufficient classroom resources, inadequate teacher training, the need for greater collaboration, and social exclusion and bullying issues. Despite these challenges, English language teachers view themselves as evolving, inclusive educators, lifelong learners, advocates for special education, and collaborators overcoming obstacles in inclusive education. To meet these issues, this research proposes a Teacher Competency Enhancement Program (TCEP) that addresses immediate instructional and institutional challenges and supports the long-term development of English teachers as leaders in inclusive education. The results underscore the need for continuous training, enhanced collaboration, and greater organizational support. Future research is recommended to explore the impact of differentiated instruction and teacher collaboration on inclusive education and the role of institutional policies in shaping successful inclusive classrooms.

Background: Zambia, like any other country that is concerned with the rights to education of all learners, has prioritized inclusive education. Inclusive education is a fundamental right recognized by national and international policies. For example, Article 69 of the United Nations (2016) General Comment CRPD/C/GC/4 stresses the need for inclusive teacher education across all educational levels. In this context, our study investigated secondary school science teachers’ sources of knowledge about inclusion and explored the lived experiences of learners with special education needs in an inclusive setup in Kitwe district, Zambia. Specifically, the study explored secondary school science teachers’ sources of knowledge about inclusion and the lived experiences of some learners with Special Education Needs (SEN) in expanding their capabilities in an inclusive setup in Kitwe district, Zambia. Methods: A qualitative case study design was employed, involving 12 participants: six science teachers and six learners with special education needs. These participants were purposively selected from three secondary schools recognized as successful inclusive schools in Kitwe district, located in the Copperbelt Province of Zambia. Data collection methods included semi-structured interviews and open-ended questionnaires. Thematic analysis was applied to analyse the collected data. Findings: The study indicates that teachers’ main sources of knowledge about inclusive education include pre-service training and in-service training through Continuous Professional Development (CPDs), seminars and workshops, literature, internet, and knowledge from other people through research. Further, the study indicated that most learners with Special Educational Needs (SEN) were determined, strong, full of self-esteem and resilient because of some positive attitudes and help they were receiving from some teachers and fellow pupils. However, they were constrained by their families’ economic and financial status and the school environments, among them. As such, learners were not availed with complete freedom to make meaningful choices due to the above structural challenges which would not help to boost their capabilities. These findings underscore the need for deliberate programs to enhance the practical application of inclusive education principles both at school and the entire community. Conclusion: Drawing from the study’s insights, the following conclusions can be drawn; secondary school science teachers’ main sources of knowledge about inclusive education include pre-service training and in-service training through CPDs, seminars and workshops, including literature, internet, and knowledge from other people through research. Economic and financial status and the school environment are among the constraints that make it difficult for learners with special education needs to realise their full potential in an inclusive setting. Our findings highlight the importance of deliberate programs to apply inclusive education principles both at home and in schools. The study, therefore, recommends collaborations between the schools and stakeholders, including the communities as being crucial to realizing the full potential of learners with special educational needs in inclusive settings.