Teachers’ Preparedness for Implementing Inclusive Education in Mainstream Classrooms: An Integrative Review of Evidence from Namibian Schools

Abstract

Namibia has established a strong policy commitment to inclusive education, yet the practical readiness of mainstream teachers remains uneven. This critical integrative review examined how training, professional knowledge, attitudes, material and specialist support, and confidence shape teachers’ preparedness to teach learners with special educational needs. Namibia-focused empirical studies, policy documents and selected comparative scholarship published from 2013 to August 2026 were searched, appraised and synthesised thematically. The evidence indicates that teachers generally endorse the principle of inclusion and express a strong demand for professional learning. However, endorsement does not consistently translate into instructional readiness. Knowledge gaps in differentiated instruction, assessment, behaviour support, individualised planning and disability-specific communication coexist with large classes, inflexible curricula, limited assistive materials and uneven access to specialist services. Confidence is therefore best understood as context-dependent rather than as a stable personal attribute. The review proposes a Preparedness-in-Context framework in which capability, professional agency and enabling school conditions operate together. It recommends practice-based pre-service preparation, sustained school-embedded professional development, functioning learning-support teams, regional specialist outreach and routine monitoring of inclusive practice. A nationally representative mixed-methods study is needed to establish regional patterns and connect teacher preparedness to classroom practice and learner outcomes.