eng Science and Education Publishing American Journal of Educational Research 2327-6150 2020-12-01 8 12 885 892 10.12691/education-8-12-1 EDUCATION20208121 article Mooka Godfrey Mukelabai 1 Daniel Siakalima 2 Magdalene Simalalo 3 Gistered Muleya 3 Thomas Musankuleni Kaputa 4 Francis Simui francis.simui@unza.zm 4 Mufulira College of Education, Institute of Distance Education, University of Zambia, Lusaka, Zambia School of Education, University of Zambia, Lusaka, Zambia Zimbabwe Open University The Dakar World Education Conference (2000) committed governments to ensure that their education systems are inclusive and specifically cater for the needs of disadvantaged, vulnerable and marginalized learners. For Zambia as one of the developing countries, in its Persons with disability Act of 2012, it affirms the government¡¯s commitment for persons with disabilities to access an inclusive, quality and free primary, secondary and higher education on an equal basis with others in the communities in which they live. The debates on how best to prepare pre-service teachers for diverse, inclusive classrooms have led to some teacher educators working more closely with schools in trialing new approaches. In this discourse, we explore literature on preparation of pre-service teachers in inclusive pedagogies worldwide. Emerging from this study is the strong emphasis on inclusive pedagogy with a bias on improving the quality of mainstream education and addressing educational inequality among others. The findings contribute to inclusive education policy development in institutions of higher learning and pedagogical practices among others. The study further adds on to scanty literature on inclusive education pedagogies. http://pubs.sciepub.com/education/8/12/1/education-8-12-1.pdf disability preparation pre-service teachers inclusive education pedagogies