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Challenges 30 Years after the Salamanca Statement  \neducation policy analysis archives  \nA peer-reviewed, independent, open access, multilingual journal  \nArizona State University  \n\n| Volume 34 Number 17 | February 24 , 2026 | ISSN 1068-2341 |\n| --- | --- | --- |\n\nFrom Salamanca to the Present: Configurations and Tensions in Initial Teacher Education for Inclusion1  \nJavier Campos-Martínez  \nUniversidad Austral de Chile  \nConstanza Herrera-Seda  \nUniversidad de Santiago de Chile  \nCecilia Millan  \nUniversidad Arturo Prat  \n&  \nM. Beatriz Fernández  \nUniversidad de Chile  \nChile  \nCitation: Campos-Martínez, J., Herrera-Seda, C., Millan, C., & Fernández, M. B. (2026) . From Salamanca to the present: Configurations and tensions in initial teacher education for inclusion. Education Policy Analysis Archives, 34(17). [https://doi.org/10.14507/epaa.34.10169](https://doi.org/10.14507/epaa.34.10169) This article is part of the Special Issue, Initial Teacher Education and Inclusion: Progress, Setbacks, and Challenges 30 Years after the Salamanca Statement, guest edited by Javier Campos-Martínez, Constanza Herrera-Seda, Cecilia Millán, and María Beatriz Fernández.  \n1 Funding from ANID Support 2024 AFB240004 is gratefully acknowledged.  \nAbstract: This introductory article examines advances, setbacks, and challenges in the programs of initial teacher education for inclusion, 30 years after the Salamanca Declaration. Drawing on recent international reports, policy documents, and empirical research, the article provides an updated overview of challenges facing teacher education, including persistent inequalities and the limited diversification of the teaching workforce. It situates inclusive education as a contested field shaped by policy developments and uneven institutional responses across contexts. The article reviews key conceptual shifts in the understanding of inclusion, moving beyond disability-centered approaches toward broader perspectives, and analyzes how these shifts have reshaped expectations of the teaching profession. It also identifies ongoing limitations within initial teacher education, such as deficit-based approaches and curricular fragmentation. Finally, the article introduces and contextualizes the contributions that compose the special issue, outlining how each article addresses these challenges from different contextsand analytical approaches.  \nKeywords: initial teacher education; inclusive education; educational policy; social justice  \nDe Salamanca al presente: Configuraciones y tensiones de la formación inicial docente para la inclusión  \nResumen: Este artículo introductorio examina los progresos, retrocesos y desafíos actuales de la formación inicial docente para la inclusión, a treinta años de la Declaración de Salamanca. A partirde informes internacionales recientes, documentos de política pública y estudios empíricos, el artículo ofrece una visión actualizada de los desafíos que enfrenta la formación docente, incluyendo las desigualdades persistentes y la escasa diversificación del profesorado. Sitúa la educación inclusiva como un campo en disputa, configurado por desarrollos normativos y respuestas institucionales desiguales en distintos contextos. El texto revisa desplazamientos conceptuales en la comprensiónde la inclusión, desde enfoques centrados en la discapacidad hacia perspectivas más amplias, yanaliza cómo estos cambios han redefinido las expectativas sobre la profesión docente. Asimismo, identifica limitaciones que persisten en la formación inicial docente, como los enfoques deficitarios y la fragmentación curricular. Finalmente, el artículo presenta y contextualiza los trabajos que componen el número especial, mostrando cómo cada uno aborda estos desafíos desde distintos contextos y enfoques analíticos.  \nPalabras-clave: formación inicial del profesorado; educación inclusiva; política educativa; justicia social  \nDe Salamanca ao pr","cbCaic992P2F2RZ7","https://ap.wps.com/l/cbCaic992P2F2RZ7","pdf",391760,13,"English","# From Salamanca to the Present: Configurations and Tensions in Initial Teacher Education for Inclusion\n# Abstract\n# Keywords\n# De Salamanca al presente: Configuraciones y tensiones de la formación inicial docente para la inclusión\n# Resumen\n# Palabras-clave\n# De Salamanca ao presente: Configurações e tensões da formação inicial de professores para a inclusão\n# Resumo\n# Palavras-chave","[{\"question\":\"What is the focus of the introductory article?\",\"answer\":\"The article focuses on progress, setbacks, and challenges in initial teacher education for inclusion thirty years after the Salamanca Declaration.\"},{\"question\":\"How does the article describe inclusion as a field?\",\"answer\":\"It describes inclusive education as a contested field shaped by policy developments and uneven institutional responses across contexts.\"},{\"question\":\"What limitations does the article identify in initial teacher education?\",\"answer\":\"It highlights deficit-based approaches and curricular fragmentation, alongside persistent inequalities and limited diversification of the teaching workforce.\"}]","Initial Teacher Education and Inclusion: Progress, Setbacks, and Challenges 30 Years after the Salamanca Statement | PDF",1790733181,33]