Abstract

Inclusion has been an integral part of school policies worldwide for decades, yet the application of inclusionary principles depends on the attitude and skill set of the individual teacher in the classroom. Changing the requirements of pre-service teacher training, combined with the development of an inclusive ethos in school divisions will address the philosophical inconsistency regarding inclusion in classrooms. Allocating increasingly limited professional development funds toward school-based collaborative teams, rather than “event-based” professional development held off-campus, will create a cohesive, sustainable model to ensure teacher growth and entrench inclusionary practices in general education classrooms.

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