INTERNATIONAL JOURNAL OF RESEARCH CULTURE SOCIETY

Abstract: Inclusive education prioritizes the provision of fair learning opportunities for all students, regardless of their abilities, disabilities, or socio-cultural backgrounds. Educators are pivotal in the effective execution of inclusive practices, rendering teacher training programs a vital element of inclusive education systems. This review study investigates teacher training programs for inclusive education with the objective of evaluating their scope, effectiveness, and challenges. The review utilizes national and international research studies, policy documents, and reports pertaining to both pre-service and in-service teacher education. The study emphasizes that successful teacher training programs concentrate on cultivating inclusive pedagogical skills, fostering positive attitudes towards learner diversity, promoting collaborative practices, and enhancing competencies in assessment and classroom management. The review further indicates that although policy frameworks robustly endorse inclusive education, numerous teachers still encounter obstacles such as insufficient training duration, limited practical experience, a lack of specialized resources, and inadequate follow-up support. In the Indian context, discrepancies remain between policy directives and classroom realities, especially in rural and resource-limited environments. The findings indicate that ongoing professional development, the incorporation of inclusive education elements into teacher education curricula, and institutional backing are crucial for enhancing teacher readiness. The review concludes that well-structured and sustained teacher training programs are essential for fostering inclusive classrooms and achieving the overarching objectives of equity and quality in education. The study provides valuable insights for policymakers, teacher educators, and practitioners to improve teacher training methodologies for inclusive education.