From Salamanca to the present: Configurations and tensions in initial teacher education for inclusion

Abstract

This introductory article examines advances, setbacks, and challenges in the programs of initial teacher education for inclusion, 30 years after the Salamanca Declaration. Drawing on recent international reports, policy documents, and empirical research, the article provides an updated overview of challenges facing teacher education, including persistent inequalities and the limited diversification of the teaching workforce. It situates inclusive education as a contested field shaped by policy developments and uneven institutional responses across contexts. The article reviews key conceptual shifts in the understanding of inclusion, moving beyond disability-centered approaches toward broader perspectives, and analyzes how these shifts have reshaped expectations of the teaching profession. It also identifies ongoing limitations within initial teacher education, such as deficit-based approaches and curricular fragmentation. Finally, the article introduces and contextualizes the contributions that compose the special issue, outlining how each article addresses these challenges from different contexts and analytical approaches.