Attributes of an Inclusive teacher involve meeting the needs of the individual child, showing respect to the child, modifying adapting curriculum change and conducting authentic assessment. All that was mentioned before fall in the category of knowledge in practice (how you organize and teach your lessons and more so how you respond to learners). If my work entails supporting teachers in displaying different types of knowledge it will be “knowledge in practice”. Teachers must develop awareness of their roles in creating an inclusive classroom.

Professional development in special education is essential for teachers to gain knowledge, skills and expertise to create inclusive classrooms. Teachers need to be equipped with knowledge of what makes an inclusive classroom, and these courses which I am presently pursuing in Special education will suffice. Teachers need to recognize that it is about knowledge (content) but more so about the practical aspects necessary for successful inclusion. These include restructuring physical setting, relevant and effective teaching/learning aids, monitoring progress, regular authentic assessment, curriculum adaptation, strategies/interventions and support from school support systems. The practical part of inclusion is most critical since “it is about the process rather than the product”.