| Title: | Advancing Inclusive Education in Higher Education:Challenges and Opportunities in Preparing Pre-ServiceTeachers to Support Students with Disabilities |
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| Authors: | ID Ajani, Oluwatoyin Ayodele (Author)
ID Ntombela, Sithabile (Author) |
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| Files: |  https://toknowpress.net/submission/index.php/ijmkl/article/download/173/120
 RAZ_Ajani_Oluwatoyin_Ayodele_0.pdf (2,06 MB)
MD5: 81FC9CE3C43341023A404905CBD4746B
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| Language: | English |
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| Work type: | Article |
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| Typology: | 1.01 - Original Scientific Article |
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| Organization: | MFDPŠ - International School for Social and Business Studies
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| Abstract: | Purpose: This study aims to explore the integration of inclusive education for students with disabilities in higher education, with a specific focus on how pre-service teacher training curricula address this critical issue. It seeks to identify the challenges universities face in supporting students with disabilities and to examine the role of teacher education in advancing inclusive practices.
Study design/methodology/approach: A scoping review methodology was adopted, analysing literature published between 2000 and 2024. The review draws on a diverse range of academic sources to assess the state of inclusive education in highereducation, particularly in relation to teacher training programmes.
Findings: The study reveals that, despite significant global progress in fostering inclusive learning environments, substantial gaps persist in preparing teachers to meet the needs of diverse learners. These shortcomings are often attributed to theinadequate emphasis on inclusive pedagogies in pre-service teacher training and insufficient institutional support structures for students with disabilities. The findings highlight the necessity for continuous professional development for educators androbust, accessible support systems within institutions.
Originality/value: This review underscores the importance of revising pre-service teacher education programmes to embed inclusive education more comprehensively. It offers practical recommendations, including enhancing collaboration betweeneducators and disability support services and fostering greater institutional commitment to inclusivity. By addressing these areas, higher education institutions can better prepare future teachers to support the diverse needs of students with disabilities, contributing to the development of genuinely inclusive learning environments.
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| Keywords: | inclusive education, pre-service teachers, higher education, disabilities, curriculum, institutional support |
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| Publication status: | Published |
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| Publication version: | Version of Record |
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| Publication date: | 23.03.2025 |
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| Numbering: | Vol. 14, No. 1 |
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| PID: | 20.500.12556/ReVIS-12258  |
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| eISSN: | 2232-5697 |
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| DOI: | ttps://doi.org/10.53615/2232-5697.14.25-41 |
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| Publication date in ReVIS: | 19.09.2025 |
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| Views: | 202 |
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| Downloads: | 2 |
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