Challenges for teachers’ professional learning for inclusive education in Central and Eastern Europe and the Commonwealth of Independent States

Abstract

Efforts to prepare teachers and other professionals for inclusive education in the Central and Eastern Europe and the Commonwealth of Independent States (CIS/CEE) region are heavily influenced by the legacy of Soviet defectology (the study of children with disabilities) and Soviet traditions of teacher education. The authors identify some challenges facing those concerned with preparing teachers for inclusive education and provide examples of current projects in the region that address the complex problems associated with providing inclusive education for children identified as having disabilities. The changing role of defectologists in inclusion policy and practice is also discussed. Case examples from Armenia, Latvia, the Czech Republic, Azerbaijan, and Serbia reflect current innovations in teacher education and professional development in the region.Keywords Inclusive education Á Teacher education Á Defectology Á CIS/CEE region Since 1990, the post-socialist countries of Central and Eastern Europe and the former Soviet Union (CIS/CEE) 1 have undergone tremendous change. Political and social changesWe are grateful to the three reviewers who provided helpful comments on our work and to our colleagues in the region who provided examples of their work for inclusion in this paper: Sarmite Tubele,

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