The quality of teacher education programme ininclusiveeducation depends mainly on the curriculum, infrastructure and learning resources and, the relevance of practical tothetheory. In European countries, particularly in Norway, theinclusiveeducation programmes are in good practice, where teachers have been trained adequately to meet the diversities inchildren. InIndia, inclusiveeducation is gaining momentum only recently and teacher education programmes are not competitive as in Norway with respe ct toinclusion aspects.
The present study aimed toaudit the teacher training courses in Norway with reference toinclusiveeducation, in terms of their content, teaching and training methodologies adopted, availability of infrastructure facilities and practical forthe course content; assess the competencies acquired by the teachers involved ininclusiveeducation; find out the significant differences inthe competencies acquired by the teachers involved ininclusiveeducation due to variations inthe ir age, gender, educational qualification and experience and ; identify the problems of teachers ininclusiveeducation. The methods and techniques to be used are content analysis (forauditing course content and practical components of theinclusive educ ation teacher training courses), observation and interview (for teaching and training methodologies adopted and, infrastructural facilities available) and questionnaire intheform of rating scale and the problem checklist (toassess the competencies and problems of teachers involved ininclusiveeducation). Such a study will facilitate to strengthen the existing teacher training programmes to be more inclusiveto promote inclusiveeducationinIndia. Also, the study will throw light on the nature of incl usive education teacher training programmes, the effect of teachers' gender, age, educational qualification and experience on their competencies and the problems they are facing in practicing inclusiveeducation.