Abstract
This paper is an attempt to analyse in depth current teacher education programmes in a developing country with the view of introducing changes in teacher training to meet the challenges of inclusive education.
Background statistical information of size and estimates of both regular and special education teachers in Egypt as well as a breakdown of the different categories of special needs are provided. This serves as justification for the need of a comprehensive teacher preparation and training program for all teachers.
On going educational movement seem to be directed towards inclusive education. For example, an increase of special classes (self contained) in regular schools; in private schools more regular classes with special needs children, and non graded special needs classes as well.
In line with the robust movement, there prevails a growing recognition that current teacher education programmes do not provide the kind of preparation needed for inclusive education.
Aspects of change in teacher education are identified, and translated in the form of courses. Areas highlighted for change are: teacher characteristics and competencies, in dealing with the curriculum, planning classroom setting and activities, assessing student's performance in and out of the classroom; using a variety of instructional strategies (like peer tutoring, & co-operative learning among others).
Changes in teacher education underscore the dual responsibility of both the regular and special education teacher working together.
Reported in this paper, are the results of a survey of viewpoints on changes needed in preparation and training of teachers for inclusive education in Egypt. Recommendations are data-based.
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