Teacher education is another area where much research is pending and required. This is because teachers are the first point of contact with both disabled and non-disabled students in school, and their communication is an important indicator of the ability of understanding of the recipient students. When teachers are ill-equipped to handle special students in inclusive settings, growth is subdued and supressed. Teachers must understand the background of the non-disabled students who will be taught exclusion at home and are promoters of the order of hierarchy and rank among disabled and non-disabled students. This is a social construct and must be eliminated in a way, which enhances the outlook of the non-disabled toward the disabled. The number one difficult for teachers is to face the school going students’ natural inquisitive inquiries in the conditions of the disabled and their inclusion with them. This is unavoidable and superior communication skills could reverse the inquiry into an enhancing social bond. This particular issue is of paramount importance and must be learned before it is implemented on instinct. For example, teachers could use the People First Language while addressing all students, disabled and non-disabled, which can dilute the natural inquiry of school children who are still developing their cognitive abilities (Snow, 2017).
have researched the success of inclusive education in South Africa, and are convinced that possible gaps remain in realising the benefits of inclusive education. These are primary due to lack of clarity on the policy status and the lack of proper implementation. This again convinces the fact that inclusive education can be successful if the goals of the system is crystallised and made exceptionally indispensable (Keeffe & Carrington, 2007). It said that political intervention, policies for education, availability of funds for realising the success of inclusive education for all students plays a critical role in raising the bar of importance on the policy of inclusive education. Hence, the lack is not seen in general over the deficiency of the inclusive education system, but in the motivation and political and financial support, that is at once available to make it a societal and policy priority. If the external factors of determining the success of inclusive education are fulfilled, fixing and equipping the internal weakness with repairs and progressive fixes can realise a sound inclusive education system.
Legislative support for inclusive education is a big differentiator for the ones that succeed in realising the benefits of inclusive education and the ones who do not. Political will and policy initiatives make a strong case for developing inclusive education programs. However, lack of political support, lacklustre motivation and enforcement of relevant laws are a big hindrance in realising inclusive education, and the most affected is the special students who remain confined and cornered in teaching-deficient schools. Political will must reform inclusive education and set new benchmarks for all students, which raises their competitiveness and realises a fulfilled democratic nation where inclusion is the key ingredient of its sustenance.
In all, the misalignment between the ‘future alterations and rapid changes of the inclusive education system’ and the ‘snail-paced special education system’, teachers raining and self-learned understanding of the demands of inclusion of diversity, and the political and financial support for further standardising the inclusive education system for all categories of students remains long standing and perennial challenges.