Are teachers ready for inclusion? What is appropriate teacher education?
Traditional approaches to inclusive education focused on learners with disabilities. Modern approaches, however, conceptualise inclusion in terms of providing educational equity and equality of access for all students within the same regular school system.
Future Directions for Inclusive Teacher Education provides a wealth of ideas about how to support teachers to become inclusive through the application of positive training approaches. Written by some of the most influential internationally acknowledged experts in teacher education for inclusion and highly experienced researchers, together the authors provide a plethora of ideas for teacher educators to ensure that their training is pertinent, accessible, and futures-orientated.
This up to date and accessible book combines three key areas related to teacher education for inclusion, which provide:
- A review of what is happening across the globe by offering examples from different regions;
- Preparation for teachers to support learners with a range of diverse needs including disability, poverty, ethnicity, gender, cultural diversity, learning disabilities, Autism Spectrum Disorder, sensory impairments and those who are considered gifted and talented;
- A consideration of systemic approaches, policy, and partnerships, and how these can be better employed in the future.
This highly topical text will support all teaching professionals, educational systems, and schools in their transformation of inclusive teacher education.
Table of Contents
List of tables
List of figures
List of contributors
Global perspectives on teacher education for inclusion
- Responding to the need for inclusive teacher education: Rhetoric or reality?
- Including children with disabilities in regular classes: Current climate and future direction in Malaysia
- A training model for enhancing the learning capacity of students with special needs in inclusive classrooms in Thailand
- Development of learning in regular class and measure of teacher education in China
- A Mosaic of models: Teacher education for inclusion in Israel
- The directions of Finnish teacher education in the era of revised Act on Basic Education
- Preparing teachers to meet the challenges of inclusive education in Negara Brunei Darussalam
- Emerging issues in teacher education for inclusion in the United States
- Diversity and its challenges for teachers
- Inclusion for innovation: The potential for diversity in teacher education
- Seven essential components for teacher preparation programs for inclusion
- Gifted, talented or educationally disadvantaged? The case for including 'giftedness' in teacher education programs
- New dimensions of teacher education on the inclusivity of school guidance for regular schools
- Gender and achievement in the UK and Hong Kong
- Conceptualizing social inclusion within teacher education
- Professional development for teachers of students with autism spectrum disorders in Hong Kong
- The role of educators in facilitating resiliency that assists normalization for young people with disabilities
- Future directions: What is needed now for effective inclusive teacher education?
- Interregional discussions around inclusive curriculum and teachers in light of the 48th International Conference on Education
- Teacher education for inclusion in Europe: Challenges and opportunities
- The construction of an Institute–School–Community partnership of teacher education for inclusive education
- Teacher education for inclusion: A research agenda for the future
OLLI–PEKKA MALINEN AND HANNU SAVOLAINEN
KATHLEEN TAIT AND LAWRENCE MUNDIA
MICHAEL M. GERBER
Diversity and its challenges
GWANG–JO KIM AND JOHAN LINDEBERG
WILMA VIALLE AND KAREN B. ROGERS
BECKY FRANCIS, YUK–YEE LUK–FONG AND CHRISTINE SKELTON
CATHY LITTLE AND DAVID EVANS
NUR AISHAH HANUN, WAYNE HAMMOND AND KAMARULZAMAN KAMARUDDIN
Future directions: What is needed now?
RENATO OPERTTI, JAYNE BRADY and LEANA DUNCOMBE
AMANDA WATKINS AND VERITY DONNELLY
KUEN–FUNG SIN AND SIN–YEE LAW
Chris Forlin is Professor of Special and Inclusive Education, Hong Kong Institute of Education.