Transforming to Teach in an Inclusive Paradigm

Since the Declaration of Salamanca and Convention on Rights Persons with Disabilities, we have moved to an inclusive paradigm regard school. Mainstream schooling has become rule. Thus, teachers in regular classes must work all students, including those special educational needs. It is not easy; many face dilemmas accommodating types students same classroom. This conceptual paper proposes a framework based Mezirow’s transformative learning for understanding transformations teacher pedagogy needed can be used as basis developing training mechanisms support their transformation