Development of Inclusive Competencies through Teacher Training

Inclusive teacher training should respond to different factors, such as educational policies and theoretical perspectives. As the importance of inclusion in education increases, it is expected that training programs in this perspective should increase at least in number, as recommended by existing studies in the last decade in Romania. Based on this finding, the present research aims to identify whether there was a change in the number, forms, and contents of inclusive training programs between 2017 and 2022 in Romania, by comparing the names, categories of training programs, and future training offers. This research examines how many training programs have been carried out in the teacher's training centers, synthesizes information about training topics and trainers, and identifies potential training programs for the 2022–2023 school year.