Abstract:Philip Garner, Professor of Special Education at Nottingham Trent University, continues the New Professors Series with an in‐depth evaluation of special educational needs programmes within teacher education.
“…This despite the fact that 'NQTs will be increasingly expected to form the vanguard of inclusive initiatives in education' (Garner, 2000, p. 111) in response to government directives. Such preparation is further hampered by a training programme centred on government-driven standards which expect student teachers to become conversant with their responsibilities under the Code of Practice (DfE, 1994) rather than engage with the intrinsic concept of inclusion (Garner, 2000).…”
mentioning
confidence: 99%
“…Critics such as Garner (2000) and Slee (2000) argue that the quality of curricula content in relation to inclusion is impaired, as it has failed to keep pace with developments and thinking: courses often adopt a permeation approach which 'has resulted in further dilution of SEN input into ITE courses' (Garner, 2000, p. 113). Those advocating changes in the curriculum recommend tutors to rethink their configuration of teacher preparation to meet the needs of diverse learners, and this should include a philosophical change to viewing disabled learners more positively.…”
This, in the wider context of schools, 'pampered mainstream providers' (Thomas and Loxley, 2001) by offering an alternative that allowed society to exclude particular children under the guise of offering something better that was separate. Increasingly, disabled people have challenged the assertion that segregated provision has any part to play in any vision of inclusion (Oliver, 1998; Tomlinson, 2000), indicating a difference in ideology from that of the UK government (DfE, 1997; FEFC, 1997). These differing views give rise to tensions for those attempting to understand fundamental issues around the inclusion of disabled people. Often, non-disabled people's views predominate in professional practice with disabled people, and in consequence attitudes to inclusion may be derived from historical acceptance that 'special needs' are better met in 'special places' (Hall, 1997). This could be particularly argued in the field of education, where special schools are uncritically accepted as part of the continuum of provision (DfE, 1997). They also lead to the contradictory perspectives described by Croll and Moses (2000) as education professionals struggle with the compatibility of aspirations of excellence and inclusion Many argue (Oliver, 1998; Mittler, 2000; Stewart, 1990) that attitudes are the critical variable in the success, or otherwise, of inclusive practice. Oliver suggests that even 'the most enlightened and "right on" teachers who would have no trouble in recognising oppression on the basis of class or race or gender would be happy to say, "I'm not taking a deaf child into my class, and that's not a political issue, it's a resource issue''' (1998, p. 28). He subsequently argues that oppressive attitudes have changed very little in the last twenty years (p. 28). The importance of this is further highlighted by Murphy (1996), whose research led him to assert that if teachers emerged from initial teacher education (ITE) programmes without a positive attitude to inclusion then those attitudes would be difficult to change, particularly when exposed to 'information-based courses rather than greater contact with disabled people on an interpersonal level' (p. 25). Research into ITE has indicated a continuing concern about student teachers' lack of preparation for inclusion (Bender, 1985; Murphy, 1996; Croll and Moses, 2000). This despite the fact that 'NQTs will be increasingly expected to form the vanguard of inclusive initiatives in education' (Garner, 2000, p. 111) in response to government directives. Such preparation is further hampered by a training programme centred on government-driven standards which expect student teachers to become conversant with their responsibilities under the Code of Practice (DfE, 1994) rather than engage with the intrinsic concept of inclusion (Garner, 2000). Critics such as Garner (2000) and Slee (2000) argue that the quality of curricula content in relation to inclusion is impaired, as it has failed to keep pace with developments and thinking: courses often adopt a permeation appro...
“…This despite the fact that 'NQTs will be increasingly expected to form the vanguard of inclusive initiatives in education' (Garner, 2000, p. 111) in response to government directives. Such preparation is further hampered by a training programme centred on government-driven standards which expect student teachers to become conversant with their responsibilities under the Code of Practice (DfE, 1994) rather than engage with the intrinsic concept of inclusion (Garner, 2000).…”
mentioning
confidence: 99%
“…Critics such as Garner (2000) and Slee (2000) argue that the quality of curricula content in relation to inclusion is impaired, as it has failed to keep pace with developments and thinking: courses often adopt a permeation approach which 'has resulted in further dilution of SEN input into ITE courses' (Garner, 2000, p. 113). Those advocating changes in the curriculum recommend tutors to rethink their configuration of teacher preparation to meet the needs of diverse learners, and this should include a philosophical change to viewing disabled learners more positively.…”
This, in the wider context of schools, 'pampered mainstream providers' (Thomas and Loxley, 2001) by offering an alternative that allowed society to exclude particular children under the guise of offering something better that was separate. Increasingly, disabled people have challenged the assertion that segregated provision has any part to play in any vision of inclusion (Oliver, 1998; Tomlinson, 2000), indicating a difference in ideology from that of the UK government (DfE, 1997; FEFC, 1997). These differing views give rise to tensions for those attempting to understand fundamental issues around the inclusion of disabled people. Often, non-disabled people's views predominate in professional practice with disabled people, and in consequence attitudes to inclusion may be derived from historical acceptance that 'special needs' are better met in 'special places' (Hall, 1997). This could be particularly argued in the field of education, where special schools are uncritically accepted as part of the continuum of provision (DfE, 1997). They also lead to the contradictory perspectives described by Croll and Moses (2000) as education professionals struggle with the compatibility of aspirations of excellence and inclusion Many argue (Oliver, 1998; Mittler, 2000; Stewart, 1990) that attitudes are the critical variable in the success, or otherwise, of inclusive practice. Oliver suggests that even 'the most enlightened and "right on" teachers who would have no trouble in recognising oppression on the basis of class or race or gender would be happy to say, "I'm not taking a deaf child into my class, and that's not a political issue, it's a resource issue''' (1998, p. 28). He subsequently argues that oppressive attitudes have changed very little in the last twenty years (p. 28). The importance of this is further highlighted by Murphy (1996), whose research led him to assert that if teachers emerged from initial teacher education (ITE) programmes without a positive attitude to inclusion then those attitudes would be difficult to change, particularly when exposed to 'information-based courses rather than greater contact with disabled people on an interpersonal level' (p. 25). Research into ITE has indicated a continuing concern about student teachers' lack of preparation for inclusion (Bender, 1985; Murphy, 1996; Croll and Moses, 2000). This despite the fact that 'NQTs will be increasingly expected to form the vanguard of inclusive initiatives in education' (Garner, 2000, p. 111) in response to government directives. Such preparation is further hampered by a training programme centred on government-driven standards which expect student teachers to become conversant with their responsibilities under the Code of Practice (DfE, 1994) rather than engage with the intrinsic concept of inclusion (Garner, 2000). Critics such as Garner (2000) and Slee (2000) argue that the quality of curricula content in relation to inclusion is impaired, as it has failed to keep pace with developments and thinking: courses often adopt a permeation appro...
“…(p.114) This is reiterated by Davies and Garner (2000), who suggest that the content and depth of SEN components in many ITE programmes have not kept pace with reorientations in thinking and the notable developments in the provision for children with special needs. Garner (2000) goes on to suggest that the elements of ITE relating to children with special needs must be delivered by staff who have experience and qualifications in this area. As such, developing a new service delivery model would have implications at the initial training stage for Early Years staff, so that an inclusive culture is established from the very start, and so that staff recognise the inclusive nature of their every day practice.…”
In this paper, the author explores how Educational Psychology Services might respond to the requirement that they now deliver a service to all validated Early Years settings. In doing so, current service delivery to schools is critically examined and a number of difficulties identified.Five key elements to the development of such a service are propounded, in order to avoid the inherent difficulties identified in schools. These include elements that are under the direct control of educational psychologists and others that are of a more systemic nature. The paper concludes that although following such steps should lead to the development of a much improved model of service delivery, wider elements such as the nature of private provision and the legacy of previous educational psychologist practice may represent a threat to this development. As such, these areas present much scope for further investigation.
“… ‘It would seem, then, that if inclusion is to become a core principle of the English education system, its future success may rest with the next generation of teachers.’ (Hodkinson, 2005, p. 15) ‘NQTs will be increasingly expected to form the vanguard of inclusive initiatives in education.’ (Garner, 2000, p. 111)…”
Section: Introductionmentioning
confidence: 99%
“…‘NQTs will be increasingly expected to form the vanguard of inclusive initiatives in education.’ (Garner, 2000, p. 111)…”
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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