Good Practices, Policy and ICT for Inclusive Education in Teacher Training: A Qualitative Approach

Abstract

From a qualitative approach, this study gathers the contributions of 28 teachers from a teacher training college in Akwa Ibom State who reflected on how to advance towards a more inclusive college of education. The results indicate barriers to inclusion that Nigerian teachers training colleges must overcome and the strategies that would allow for progress towards a more inclusive best practices, policy and ICT. It concludes with the invitation to an organizational change based on a broader conception of inclusion. Tackling the underlying causes of this situation are the exclusive and inaccessible nature and structure of the school system. Moreover, there is the suggestion for a committed institutional effort that will translate into a greater educational investment that enables the improvement of inclusive learning conditions and the training of teachers in inclusive teaching.