ABSTRACT
“Curriculum is without a doubt one major area that can foster development of inclusive education or, in the worst case, can be a barrier for inclusion” (Halinen and Savolainen, 2009, p. 2). The consensus around the 48th UNESCO International Conference on Education (ICE) reflected a key role for both teachers and curriculum in moving towards inclusive education systems, as well as the importance of equipping teachers with the appropriate skills and materials to teach diverse learners. This chapter aims to elaborate upon the interregional discussions which have emerged around inclusive curricula and teachers, in light of the 48th UNESCO International Conference on Education (ICE), with a view to democratising learning opportunities. The overall objective of this chapter is to provide a means of furthering debate and investigation around the future direction of teacher education for inclusion.
