The Review of International and National Efforts to Foster Inclusive Education: Implications for Preservice Teacher Education

Abstract

Inclusion and diversity have recently been among the significant concerns of the countries, and education of all children equally with their physical, mental, emotional, and social diversities in inclusive settings are topical issues in many countries. This article aims to display the efforts to foster inclusion in international and national contexts and discuss the implications of these efforts. As the examined literature and current efforts indicated, inclusive education has flourished and been supported in recent years, especially in European and American schools, due to the efforts put in for about a century. As a natural reflection of these efforts, teacher education in many countries has also been reframed, considering the notion of inclusiveness. In Turkey, the issue of inclusion has been documented through regulations for many decades; however, only in recent years has worthwhile attention been given by policymakers, educational researchers, and practitioners.