Developing inclusive teacher education

Booth, Tony; Nes, Kari; Strømstad, Marit

doi:10.4324/9780203465233_chapter_10

Cited by 23 publications

(24 citation statements)

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“…To achieve inclusion and participation for disabled children, we therefore also need to address the pathologies of early childhood practices (Slee, 2001) and change centres' curriculum implementation, pedagogy and organisational practices so that they meet the needs of all children (Slee, 2004). Pre-service and in-service teacher education also has a critical role to play in addressing the negative constructions surrounding disability, building positive attitudes and commitment towards the education of children with disabilities, and in training teachers on effective teaching and learning approaches that meet children's needs and support their inclusion, and on transforming educational environments for all (Booth et al, 2003).…”

Section: Reviewing Policies On Inclusion In Early Childhood Settings mentioning

confidence: 99%

Barriers to and Facilitators of Inclusion for Children with Disabilities in Early Childhood Education

Purdue

2009

Contemporary Issues in Early Childhood

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In the New Zealand education system, as in other countries, legislation and early childhood policy has been developed to support equity, social justice and democratic participation for children with disabilities and their families. However, despite this non-discriminatory and inclusive policy and legislative environment, some children with disabilities and their families experience exclusionary and discriminatory early childhood settings and struggle to access quality education. In this article, the author examines some of the barriers to and facilitators of inclusion for children with disabilities and their families in early childhood education. The author also suggests some changes in cultures, policies and practices that may help create early childhood settings that would see all children included.

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Section: Reviewing Policies On Inclusion In Early Childhood Settings mentioning

confidence: 99%

Barriers to and Facilitators of Inclusion for Children with Disabilities in Early Childhood Education

Purdue

2009

Contemporary Issues in Early Childhood

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“…To date, inclusive education has focused mainly on the activities of schools and teachers. However, as Booth, Nes and Strömstad (2003) point out: ‘the development of schools depends in part on the way teachers are prepared for their work by teacher educators’ (p. 1). On the University of Jyväskylä campus, there are separate units for (1) early childhood teacher education; (2) early childhood special teacher education; (3) regular school teacher education; (4) special teacher education; (5) regular education expert programme in administration/planning/research and (6) special education expert programme in administration/planning/research.…”

Section: Introductionmentioning

confidence: 99%

From discrete to transformed? Developing inclusive primary school teacher education in a Finnish teacher education department

Naukkarinen

2010

Research in Spec Educ Needs

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This paper describes the primary school teacher education curriculum reform currently under way in the Department of Teacher Education at the University of Jyväskylä, Finland. A general overview of the Finnish context and relevant inclusive education policy issues are presented. The process of developing inclusive education in the curriculum and the organisational culture of the department of teacher education is discussed in relation to the collaborative teacher education research framework developed by Pugach and Blanton. Areas for future development are identified.

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“…ITT provision needs to operate with sufficient flexibility to both model and promote inclusionary practices (Booth, Nes & Stromstad, 2003). Lectures to massed groups of students whilst expedient, are unlikely to be effective at forums, promoting, at best, ‘shallow understanding’ of inclusionary values and practices (Hodkinson, 2005).…”

Section: Discussionmentioning

confidence: 99%

Preparing for inclusive education: the pre‐course experiences of prospective secondary school teachers on a UK‐based training course

Pearson

2007

Research in Spec Educ Needs

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Progress towards inclusive education has been linked to the professional development of teachers, including their initial training. This study explores the range and nature of the experiences that students bring to a one‐year Post Graduate Certificate in Education course for prospective secondary teachers in England. The data was gathered through questionnaires given to the whole cohort. There was a high response rate although a consequence of this approach was a reliance on self‐reports. The analysis illustrates the diversity of experiences across the cohort that may impact on beliefs and attitudes of the individuals. If planning of teacher development is to be effective, providers need information of this type to inform their planning and delivery.

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Developing inclusive teacher education

Cited by 23 publications

References 0 publications

Barriers to and Facilitators of Inclusion for Children with Disabilities in Early Childhood Education

Barriers to and Facilitators of Inclusion for Children with Disabilities in Early Childhood Education

From discrete to transformed? Developing inclusive primary school teacher education in a Finnish teacher education department

Preparing for inclusive education: the pre‐course experiences of prospective secondary school teachers on a UK‐based training course

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