The inclusive practice project in Scotland: Teacher education for inclusive education

Developing teachers as agents of inclusion and social justice

“…Central to this policy is that adults working in the areas of health, education and social services should work collaboratively. As Florian and Rouse (2009) have noted, Getting it Right for Every Child is supportive of an inclusion agenda but, ''there are significant implications for teachers and other adults who work with children, not only relating to their knowledge, skills and attitudes, but also for their roles, responsibilities and professional identities'' (597).…”

“…Over the years, a specific view of inclusive education as learning how to respect and respond to human differences in ways that include, rather than exclude, learners from what is ordinarily available in the daily routines of schooling has emerged from a programme of research in the United Kingdom (Black-Hawkins, Florian and Rouse 2007;Florian and Rouse 2009;Rouse and Florian 1996;1997;. As this work has shown, the act of extending what is ordinarily available, as opposed to doing something 'additional' or 'different' for some is a complex pedagogical endeavour that requires a shift in thinking away from commonly accepted ways of providing for everyone by differentiating for some.…”

The rationale for a wider concept of inclusive education for teacher education: A case study of Serbia

“…Reasons for this are explored later. The narrow conceptualization contrasts with the broader understanding of IE implied by Florian and Rouse (2009) and other writers, and by relevant European documents (European Commission 2005. For example, Acedo (2008, p. 5) writes of a ''guiding principle helping to accomplish quality Education for All (EFA)-education systems that benefit from diversity, aiming to build a more just, democratic society''.…”

“…Teacher competence for IE in its broader conceptualization implies broad knowledge and generic skills relevant to the improvement of teaching and learning for all, including the capacity to reduce barriers to learning and participation. This involves understanding the sociocultural factors that produce individual differences, being aware of educational and social issues that affect students' learning, and using multifaceted approaches that take account of students' individual characteristics, of their interests and their learning from outside school, and of their previous knowledge and individual and cultural experiences (Florian and Rouse 2009). It therefore requires much broader knowledge than that about disability and learning difficulties.…”

What Are Schools Looking for in New, Inclusive Teachers?

“…Sharma, Forlin, Loreman, and Earle (2006) posited that this research is sorely needed, given that many preservice teachers graduate feeling unprepared to address the needs of diverse learners (Scruggs & Mastropieri, 1996). The delivery structures in Manitoba pre-service education programs (stand-alone classes within a common inclusive education program for all pre-service teachers) are supported in the literature as being effective not only in promoting an inclusive philosophy but also in fostering a greater sense in competency in its graduates (Florian & Rouse 2009;Kurz & Pauls, 2005;Sharma, Forlin, & Loreman, 2008;Young;. Manitoba is therefore positioned well organizationally to meet the needs of its teachers and students.…”