Examining the Readiness of Pre-service Teacher sto Implement Inclusive Education

Abstract

Recent research shows that teachers who have a pro-inclusion mindset are more likely to alter their
lessons and curriculum to meet their students' individual needs. Educator training programs are
accountable for ensuring that teachers are prepared to teach inclusively. According to the findings of the
study, pre-service teachers from two universities were polled about their attitudes toward inclusion and
their readiness to teach in inclusive classrooms. A self-prepared questionnaire was utilized to gather
data on the study's participants, who were all second-year preservice teachers in the teacher training
program. Despite a positive attitude toward inclusion, the study found that student teachers lacked the
skills and experience necessary to teach in an inclusive environment. Recommendations for improving
teacher training programs were drawn from this study.