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Abstract

The study was conducted to examine primary school teachers’ views on effectiveness of Certificate in Education (C-in-Ed) course in terms of teaching in inclusive classroom in Bangladesh. A number of one hundred forty two in-service teachers from fifty six mainstream primary schools in four southern districts participated in this study. Semi-structured interview and focus group discussion were carried out for data collection. The data were analyzed using descriptive statistics and general inductive analysis to synthesize into some key themes that are associated with present teacher education program. The major findings of the study revealed that lack of content on special educational needs, inadequate resource support, shortage of trainers, large class size in training hall, insufficient knowledge of trainers are the main impediments to be competent for teaching in inclusive classroom in Bangladesh . This study should be significant for future curriculum development process of teacher education for inclusive education.