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This conceptual article locates recent developments in inclusive education in a broader discussion about the role of teachers in educating all children more effectively than may have been done in the past. It considers broad as well as contextual issues of achievement, underachievement and participation, and the roles, responsibilities and identities of teachers, as well as the development of their skills and knowledge. In particular it argues for the central role of teachers in promoting inclusion and reducing underachievement, particularly when dealing with children who are perceived as having difficulties in learning. Although there is widespread support for inclusion at a philosophical level, there are concerns that it is difficult to implement for a number of reasons, including that teachers do not know how to do it. This article addresses a series of key issues such as: What is the current international policy context for inclusion? Why are inclusive practices difficult to develop?, How do teachers perceive their roles in supporting inclusion and reducing underachievement?, How might teacher education contribute to the development of inclusive practices?

Inclusive Educational Practices and Teachers’ Skills for Educational Support Services to Students with Learning Disabilities; the Case of Cameroon