My paper is based on my professional experience in India and the United States, as well as my academic experiences at Thompson Rivers University. This paper argues that general education teachers will feel more comfortable providing inclusion if they receive the proper training and adequate support from the administration and colleagues. It is the responsibility of teachers to ensure that students with specific needs receive quality education, in accordance with Article 24 of the United Nations Convention on the Rights of Persons with disabilities. General education teachers should consider the importance of inclusion. Current research has shown that general education teachers feel underprepared to teach inclusive classrooms. Some factors influencing hesitation among general education teachers to provide inclusion include lack of support, collaboration, and adequate resources. Pre-service programs and professional development opportunities provided by administrators must not assume that general education teachers already know about inclusion. I advocate for pre-service training and professional learning opportunities for general education teachers to make a successful inclusion program.
