As the concept of ‘inclusive education’ has gained currency, students who would previously have been referred to specialist forms of provision, having been judged ‘less able’, are now believed to belong in mainstream classrooms. However, it is often argued that teachers lack the necessary knowledge and skills to work with such students in inclusive classrooms. This paper reports findings of a study of a new initial teacher education course that starts from the premise that the question is not whether teachers have the necessary knowledge and skills to teach in inclusive classrooms, but how to make best use of what they already know when learners experience difficulty. The theoretical rationale for the development of the course is outlined and examples of how teachers might engage in more inclusive practice are presented.
|Number of pages||18|
|Journal||Cambridge Journal of Education|
|Publication status||Published - 2010|
- inclusive education
- teacher education
FingerprintDive into the research topics of 'Preparing teachers for inclusive education: using inclusive pedagogy to enhance learning for all'. Together they form a unique fingerprint.
The Inclusive Practice Project (IPP)
Martyn Rouse (Coordinator), Lani Florian (Coordinator) & Jennifer Carol Spratt (Coordinator)