ABSTRACT
With the continual and sometimes dramatic education reforms that occur in various systems and countries, there comes a need to reflect upon the appropriateness of current teacher courses in preparation for such changes. One of the most far-reaching education reforms in recent years in the Asia-Pacific region, similar to other countries, has been the move towards inclusive education (Forlin, 2006). Teacher training institutions, however, have been somewhat slower to make the necessary adjustments to their courses in order to prepare teachers for this change. Without a clearly defined goal for teachers, embedded within a carefully articulated philosophy of teaching, it is not possible to determine a realistic and appropriate teacher education program to enable teachers to cope with this new ideology of inclusive education practice.
