McKenzie, JudithKelly, JaneMoodley, Trevor2023-04-122023-04-122023McKenzie, J. et al. (2023). Reconceptualising teacher education for teachers of learners with severe to profound disabilities. International Journal of Inclusive Education, 27(2), 205–220. https://doi.org/10.1080/13603116.2020.18372661464-5173https://doi.org/10.1080/13603116.2020.1837266http://hdl.handle.net/10566/8762This paper considers teacher education for teachers of learners withsevere to profound disabilities (SPD) in South Africa, in both formaland non-formal learning programmes within a disability studies ineducation framework. Qualitative data were collected from a rangeof education stakeholders including non-governmental (NGOs) anddisabled people organisations (DPOs). Based on a thematic analysis,findings show limited pre-service teacher education programmesfocused on teaching learners with SPD. In-service teacher trainingthrough education departments and NGOs and DPOs, is usuallythrough basic short courses or workshops and are notcomplemented by on-going support.enTeacher educationTeaching and LearningDisabilityInclusive educationSouth AfricaArticle