Teacher Education for Inclusion
Changing Paradigms and Innovative Approaches
Edited by Chris Forlin
Routledge – 2010 – 262 pages
Routledge – 2010 – 262 pages
How teachers might best be prepared to work in schools with an increasingly diverse pupil population is of concern to educational academics, professionals and governments around the world. Changes that have taken place in legislation and practice often fail to taken into account how practitioners can ensure that all children and young people are able to achieve.
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:
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.
Teacher Education for Inclusion: Changing Paradigms and Innovative Approaches is essential reading for practising teacher educators, school leaders, university lecturers in education and post graduate students.
Part 1: Social and political challenges in teacher education for inclusion 1. Re-framing teacher education for inclusion Chris Forlin 2. Political economy, inclusive education and teacher education Roger Slee 3. Training tension in an international and intercultural context Richard Rose and Philip Garner 4. A national strategy for supporting teacher educators to prepare teachers for inclusion Chris Forlin and Thi Nguyet Dinh Part 2: Innovative approaches for initial teacher preparation 5. Reforming initial teacher education: a necessary but not sufficient condition for developing inclusive practice Martyn Rouse 6. A content–infused approach to preservice teacher preparation for inclusive education Tim Loreman 7. Inclusive professional learning schools Federico Waitoller and Elizabeth Kolzeski 8. Initial teacher education and inclusion: a triad of inclusive experiences Dianne Chambers and Chris Forlin 9. Fostering empathy and understanding: a longitudinal case study pedagogy Kate Scorgie 10. Preparing teachers to work with parents and families of learners with SEN in inclusive schools Garry Hornby 11. Using reflective practices for preparation of preservice teacher for inclusive classrooms Umesh Sharma 12. Preparing preservice teachers for effective co-teaching in inclusive classrooms Mian Wang and Paul Fitch 13. Teacher education online: towards inclusive virtual learning communities Paul Bartolo 14. Evaluating inclusive teacher education programs: a flexible framework Spencer Salend Part 3: Professional learning for practising teachers 15. Modelling and guiding inclusive practices: a challenge for postgraduate educators Adrian Ashman 16. Humanizing online learning: ways of engaging teachers in contemporary understandings and practices Phyllis Jones 17. Attending to diversity: a professional learning program in Mexico Ismael Garci and Todd Fletcher 18. Engaging teachers in supporting positive student behavior change Robert Conway 19. Professional learning as collaborative inquiry: working together for impact Joanne Deppeler 20. A four–ply model of professional development for inclusive education Elizabeth O'Gorman 21. Including students with special educational needs in professional learning for teachers Leena Kaikkonen 22. Initial teacher training to meet the needs of students with disabilities who are culturally and linguistically diverse Elizabeth West 23.Cooperative action research for inclusive education and professional learning in a "Learning in Regular Classrooms" school Huan Song 24. A model professional learning program for enhancing the competency of students with special needs Penee Kuntavong Narot and Surwaree Sivabeadya 25. Upskilling all mainstream teachers: What is viable? Kuen-Fung Sin, Kok-Wai Tsang, Chung-Yee Poon and Chi-Leung Lai 26. Future direction for teacher education for inclusion Chris Forlin
Chris Forlin is Professor of Special and Inclusive Education at the Hong Kong Institute of Education. She has also edited Reform, Inclusion and Teacher Education: Towards a New Era of Special Education in the Asia-Pacific region (Routledge, 2008).