Initial teacher education and inclusion: a triad of inclusive experiences
The focus of this international text is on innovative practices for preparing teachers to work in inclusive classrooms and schools. Drawing on both pre and in-service training methods, the expert contributors to this book follow three major themes:
*Social and political challenges regarding teacher education - providing an historical perspective on the training of teachers, tensions in preparing teachers for inclusion, cultural issues, the relationship between educational funding and practices and collaborative measures to support a whole school approach.
*Innovative approaches in pre-service teacher preparation - discussing a range of innovative models and approaches used in pre-service teacher education courses.
*Engaging professional development for inservice teachers - reviewing a range of approaches employed to engage working teachers and help them establish curricula and pedagogy that meets the needs of all students in their classes.
Each chapter will include a list of proposed learning outcomes, a theoretical or conceptual framework to help readers develop the proposed innovation, an overview of recent research, discussion of the research data available and a discussion of the international implications and challenges, summarising in suggestions for a positive way forward.
Chamber, D., & Forlin, C. (2010). Initial teacher education and inclusion: A triad of inclusive experiences. In C. Forlin (Ed.), Teacher education for inclusion: Changing paradigms and innovative approaches (Ch. 8). Milton Park, Abingdon, United Kingdom; New York, NY: Routledge.