| Summary: | This study investigates how teacher education prepares mainstream teachers to teach students with disabilities in inclusive schools. This investigation was prompted as a result of the high number of out-of-school students with disabilities in Nigeria and the report of teachers’ lack of use of inclusive pedagogy in mainstream inclusive schools. The research comprised two categories of participants: 2 female and 3 male teacher educators in a university of education, 4 female and 1 male primary school teachers who graduated from a university/college of education in Nigeria, and an inclusive classroom teaching experience. Data were generated using a semi-structured interview and ana-lyzed through a thematic method.'
Research findings show that mainstream teachers in inclusive schools who participated in this study do not have the full preparation to teach students with disabilities. This is evident in their limited exposure to knowledge of inclusive equipment required in inclusive classrooms, the non-use of inclusive pedagogical practices, and a basic understanding of special education and disability studies, among other areas. In addition, teacher educators participants also affirmed that mainstream teachers are exposed to basic knowledge of special education during the teacher education training. The findings from this study contribute to the existing knowledge on inclusive education in Nigeria. Further, this study can be used to create awareness of the need for mainstream teachers to be ex-posed to detailed special education courses and equipment that would aid the proper integration of students with disabilities in mainstream schools.
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