preparation for inclusive education: perceptions of efl student teachers and pre-service efl teachers at farhangian university

There have been growing concerns about educating students with disabilities alongside their non-disabled peers in general education classrooms as such a large number of students who have educated in segregated special schools have been included in general schools over the past four decades, affecting all aspects of schooling. considering the critical role of teachers as the central pillar of inclusive education determining the success or otherwise of inclusive practices, the present study sought to investigate the perceptions of efl student teachers and pre-service efl teachers at farhangian university, as one of the main teacher training centers in iran, regarding inclusion. a comparative analysis of qualitative data revealed no significant differences between the perceptions of these two groups of teachers regarding their preparedness for inclusion as they claimed that they had neither relevant knowledge increase nor awareness raising throughout their courses. furthermore, the teachers noted that none of their main stressors for the presence of students with disabilities in their classes was addressed by the teacher training programs. accordingly, further considerations are of paramount importance for farhangian university’ authorities to re-evaluate its teacher preparation courses. the results of the study are discussed with possible implications for teacher educators and recommendations for future research conclude the study.