Teacher Education from an Inclusive Approach. 25 Years after the Salamanca Statement, New and Old Challenges

Abstract

This article develops an analysis of teacher education from an inclusive approach and its relationship with the perspective and contributions of the Salamanca Declaration. The first part describes the changes required by the Declaration for the policies, the school organization, its teachers and the authority of its vision. With this framework, we analyze how recent educational policies involve new challenges for the teacher education and teachers of all educational levels and disciplines. These demands show that teachers need to develop competencies oriented to address diversity in the classroom. Consequently, three proposals are reviewed from international literature, to answer the question about what are the capacities that should be promoted by initial teacher education to embody the dilemmas and principles of inclusive education. Finally, from all the analysis carried out, the authors propose four minimum competencies for the training of all teachers and offer recommendations for educational policies.