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Future Directions for Inclusive Teacher Education

An International Perspective

Edited by Chris Forlin

Published May 16th 2012 by Routledge – 256 pages

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    Description

    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.

    Contents

    List of tables

    List of figures

    List of contributors

    Editorial Board

    Foreword

    Preface

    Part I

    Global perspectives on teacher education for inclusion

    1. Responding to the need for inclusive teacher education: Rhetoric or reality?

      2. CHRIS FORLIN

    2. Including children with disabilities in regular classes: Current climate and future direction in Malaysia

      3. HANIZ IBRAHIM

    3. A training model for enhancing the learning capacity of students with special needs in inclusive classrooms in Thailand

      4. PENNEE KANTAVONG

    4. Development of learning in regular class and measure of teacher education in China

      5. JIA–CHENG XU

    5. A Mosaic of models: Teacher education for inclusion in Israel

      6. GILADA AVISSAR

    6. The directions of Finnish teacher education in the era of revised Act on Basic Education

      7. OLLI–PEKKA MALINEN AND HANNU SAVOLAINEN

    7. Preparing teachers to meet the challenges of inclusive education in Negara Brunei Darussalam

      8. KATHLEEN TAIT AND LAWRENCE MUNDIA

    8. Emerging issues in teacher education for inclusion in the United States

      9. MICHAEL M. GERBER

      Part II

      Diversity and its challenges

    9. Diversity and its challenges for teachers

      10. CHRIS FORLIN

    10. Inclusion for innovation: The potential for diversity in teacher education

      11. GWANG–JO KIM AND JOHAN LINDEBERG

    11. Seven essential components for teacher preparation programs for inclusion

      12. HUMBERTO RODRÍGUEZ

    12. Gifted, talented or educationally disadvantaged? The case for including 'giftedness' in teacher education programs

      13. WILMA VIALLE AND KAREN B. ROGERS

    13. New dimensions of teacher education on the inclusivity of school guidance for regular schools

      14. MING–TAK HUE

    14. Gender and achievement in the UK and Hong Kong

      15. BECKY FRANCIS, YUK–YEE LUK–FONG AND CHRISTINE SKELTON

    15. Conceptualizing social inclusion within teacher education

      16. CATHY LITTLE AND DAVID EVANS

    16. Professional development for teachers of students with autism spectrum disorders in Hong Kong

      17. FUK–CHUEN HO

    17. The role of educators in facilitating resiliency that assists normalization for young people with disabilities

      18. NUR AISHAH HANUN, WAYNE HAMMOND AND KAMARULZAMAN KAMARUDDIN

      PART III

      Future directions: What is needed now?

    18. Future directions: What is needed now for effective inclusive teacher education?

      19. CHRIS FORLIN

    19. Interregional discussions around inclusive curriculum and teachers in light of the 48th International Conference on Education

      20. RENATO OPERTTI, JAYNE BRADY and LEANA DUNCOMBE

    20. Teacher education for inclusion in Europe: Challenges and opportunities

      21. AMANDA WATKINS AND VERITY DONNELLY

    21. The construction of an Institute–School–Community partnership of teacher education for inclusive education

      22. KUEN–FUNG SIN AND SIN–YEE LAW

    22. Teacher education for inclusion: A research agenda for the future

    LANI FLORIAN

    Index

    Author Bio

    Chris Forlin is Professor of Special and Inclusive Education, Hong Kong Institute of Education.

    Name: Future Directions for Inclusive Teacher Education: An International Perspective (Paperback) – Routledge 
    Description: Edited by Chris Forlin. 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...
    Categories: Inclusion and Special Educational Needs, International & Comparative Education, Theory of Education