Preparing teachers for inclusion

Abstract

Although it formerly focused mainly on students with disabilities, inclusive education currently possesses a broader definition, which refers to all those children that may have been emarginated by school in many different ways.
How could teachers be prepared to work in integrated schools and classes—which are characterized by an increasingly differentiated student population—in order to satisfy the increasingly personalized needs of children and young people? This study investigates which projects aimed at training pre-service and in-service teachers may efficaciously achieve the aforementioned goals.