The challenge of curriculum coherency and relevance in pre-service teacher training for inclusive education in Mexico

This chapter draws on multiple insider perspectives, gathered through a variety of research methods (surveys, observations, interviews and focus groups), to inform the work of teacher educators, curriculum planners and policy makers for inclusion. The following question guides the discussion in this chapter:

What can teacher educators, curriculum planners and policy makers learn from multiple and diverse insider perspectives related to inclusive experiences to inform inclusive teacher education experiences and programs?