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

Abstract

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.

Designing a graduate entry route for police recruits: lessons from a rapid evidence assessment of other professions

“…Without these stimulating elements of conceptual learning, students are more at risk of succumbing to institutionalised professional culture and losing their enthusiasm (Wong et al, 2006). This is not to say that students' prior experiences are wrong, or need to be disproven, but it is important that prior learning is acknowledged, alternative perspectives offered and tools provided to translate attitudes, beliefs and values into actions (Pearson, 2007).…”

‘What can I do to help?’: Postsecondary students with learning disabilities' perceptions of instructors' classroom accommodations

“…Although faculty members report willingness to accommodate postsecondary students with disabilities, many claim they lack sufficient understanding of specific learning disabilities and the ways of making appropriate accommodations (Cawthon and Cole, 2010). Although American faculty perceptions of students with learning disabilities (Griffiths, 2011; Jacklin, 2010) and of factors affecting students' academic performance (Pearson, 2007) have been examined, US students with learning disabilities' perspectives on postsecondary faculty are less discussed. Experiences of postsecondary students with learning disabilities in Australia (French and Herrington, 2008; Ryan, 2007), Canada (Dietsche, Chambers, Drea et al., 2008), Finland (Poussu‐Olli, 1999), Greece (Stampoltzis and Polychronopoulou, 2008), New Zealand (Seccombe, 2007), Scotland (Doughty and Allan, 2008), and the UK (Gorard, 2008; Jacklin, 2010) have been reported, but a similar report of US students would be a helpful supplement.…”