Inclusive education is still in its infancy stage in South Africa and as such a lot of research is needed in this area. International researchers are all in agreement that training and support forms a key part of the successful implementation of inclusive education in any country. This book makes an attempt to scrutinize the training and support programmes that were provided to mainstream educators in two South African schools, in an effort to establish whether, at this level, it was adequate, effective and efficient. Key concepts that are being put under the spotlight are classroom support, professional collaboration, peer support, pre-service training, in-service training and continuous professional development, to name but a few. It is hoped that, through this work, educators as well as education policy makers can gain some insight into the "minimum requirements" for effective training and support, from an inclusive educational perspective.