Do pre-service teachers build capacity for inclusive classroom teaching during their teacher education program?

Inclusive models of classroom teaching have generated a keen interest in the preparedness of teachers to meet the needs of students with diverse learning backgrounds (e.g. Bannister-Tyrrell et al., 2018; Forlin & Chambers, 2011; Galiatsos et al., 2019; Mader, 2017). References to the ‘inclusive classroom’ or ‘inclusive practice’ when applied here means teaching in a context where all students are included irrespective of aptitudes and achievement histories and are taught by a regular (non- specialist) classroom teacher (Auhl & Bain, 2020).