ABSTRACT
The authors of this book have explored inclusion in teacher education in different ways. They have focused on the cultures, policies and practices of teacher education institutions, on what pre-service and post-graduate students are taught about inclusion as well the role of teacher educators in in-service education and inclusive school development. In this concluding chapter we ask what the chapters in this book tell us about the extent to which teacher education is inclusive, barriers to its inclusive development, how these can be overcome, and importantly, how teachers can be enabled to meet the challenge of inclusion in their daily work. We ask what can be learnt from the differences between countries in the attempts to develop inclusive teacher education.
