Abstract
Today we see an increasing number of school systems worldwide becoming more inclusive. Inclusive educators believe that all students should participate in regular classroom settings as full members of the learning community. As this movement gains momentum, policies and practices that exclude people with disabilities are being challenged. This paper addresses the issue of individuals with disabilities becoming teachers and raises the question, "Do we, as a profession, practice what we preach for our classrooms?"
The paper reports on three jurisdictions, their policies for entry into teacher education programmes, and the potential for these policies to exclude people with disabilities. The findings may raise more questions than answers. Indeed, the larger issue may be one of policies and practices that disable aspiring teachers who could contribute significantly to our understanding of inclusive learning contexts.
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