ABSTRACT
This chapter is devoted to the study of inclusive education trends for students with special educational needs (SEN) in Belarus. The experience is distinctive due to two interrelated aspects: (1) the national conceptualisation of the phenomenon of inclusive education and (2) preparation of teachers for work in an inclusive environment. A SWOT analysis (Strengths, Weaknesses, Opportunities, and Threats) suggested the clarification of the concept of inclusion by following the process of its development in Belarusian education. The SWOT analysis model is also used to evaluate Belarusian teachers’ existing professional education for working with student heterogeneity, hence determining the strategies for improving its quality. The results show that Belarus needs to elaborate on possible strategies for establishing clearer definitions of inclusive education and provide concrete actions to improve the quality of professional education of both ordinary and special teachers.
