<![CDATA[Inclusive education has become a central policy commitment in national and international education frameworks, yet its realization for learners with visual impairment depends heavily on the readiness of classroom teachers to meet their instructional, sensory, and social needs. This paper examines teacher preparedness for the inclusive education of learners with visual impairment, focusing on the knowledge, skills, attitudes, and institutional supports that shape effective practice. Drawing on a review of empirical and theoretical literature, the paper analyzes five interrelated dimensions of preparedness: pre-service teacher education, in-service professional development, availability of specialized resources and assistive technology, teacher attitudes and self-efficacy, and the quality of collaborative and institutional support structures. The review indicates that general education teachers frequently report inadequate training in disability-specific pedagogy, particularly in Braille literacy, orientation and mobility awareness, and the use of assistive technology, and that this gap is compounded by limited access to specialist personnel and instructional materials. At the same time, evidence suggests that structured training, sustained mentorship, and positive exposure to learners with visual impairment significantly improve teacher confidence and instructional adaptation. The paper argues that teacher preparedness should be understood not as a fixed trait but as a developmental continuum that is shaped jointly by initial training, ongoing professional learning, and the broader policy and resource environment of the school. Recommendations are offered for teacher education institutions, school administrators, and policymakers, including the integration of disability-specific content into pre-service curricula, expansion of practicum experiences with learners with visual impairment, provision of assistive technology and specialist support at the school level, and the establishment of continuous professional development pathways. The paper concludes that meaningful inclusion for learners with visual impairment requires coordinated investment across these dimensions rather than isolated interventions.]]>
