Preparing Future Special Education Teachers: Emphasis on Reflection as an Inclusive Practice

This review paper aims to highlight the importance of the role of reflection practice of special educators in the inclusion of students with disabilities and special educational needs. Specifically, an attempt at conceptual clarification of reflection is made at the first level, and the models of reflection that have been developed and applied in special education are described. In particular, in the first section, a reference was made to the definitions and types of reflection as described in the international bibliography. Also, the models of reflection that various researchers have developed, and each model has contributed significantly to improving the work of professionals working in special education, are described. Finally, we are referring to specific practical applications of the reflective process. These practices could motivate professionals to use them in their teaching process to create inclusive environments.