Teacher Educators’ Perspective Towards Inclusive Education (Download PDF)
Rathnayake Mudiyanselage Dulani, Pushpanjali Kumari Damayanthi Champa, Samikshya Bidari, Prateet Baskota
The purpose of this study was to examine teacher educators’ perspectives on inclusive education, their knowledge of inclusive education, and the role of teacher education in implementing inclusive education. To comprehend teacher educators’ perceptions, my work covers the research studies carried out to ascertain the various attitudes that they have toward it. In this study using qualitative research methodology, the findings of a mini-survey with 13 former and current teacher trainers from three National Colleges for pre-service teacher training in Sri Lanka are presented. Google Scholar was also used to find published research papers. Educators must have access to the necessary knowledge, understanding, and skills if they are to carry out their responsibilities in fostering inclusive classrooms, schools, and teachers who can collaborate with students from a variety of backgrounds. Fundamentally, for inclusive education to be successful, teachers must be gifted, knowledgeable, and upbeat individuals who can work with a variety of student types from various backgrounds, learning disabilities, and physical disabilities. Therefore, educating teachers is the first step in inclusive education.
