The concept of inclusive education as a twin-track approach is important. The approach can improve the quality of education for all yet also provide specialised support where needed for children with disabilities.
Every teacher needs to learn about inclusive education, from day one of their training. This should be achieved by embedding inclusion, rights and equality throughout all training and not simply covering these issues through standalone courses. Every teacher also needs opportunities for inclusive education practicum during their training, and to feel supported (for instance by specialist colleagues) to continue trying new ideas throughout their employment. There needs to be an effective balance of theoretical and practical learning for teachers at pre-service and in-service stages.
Inclusive education training and continuous professional development need to be designed and delivered with inputs from diverse stakeholders, in particular community members and professionals with disabilities, to give a stronger sense of reality to teachers’ learning experiences. The teaching workforce needs to be more diverse, and targeted efforts are needed to ensure that people with disabilities can train as teachers, find work and be supported in their jobs.