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Developing Inclusive Teacher Education, Tony Booth, Kari Nes, & Mari Stromstad
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Standort: Canton, Georgia, USA
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eBay-Artikelnr.:134217502194
Artikelmerkmale
- Artikelzustand
- ISBN
- 9780415303170
Über dieses Produkt
Product Identifiers
Publisher
Routledge
ISBN-10
0415303176
ISBN-13
9780415303170
eBay Product ID (ePID)
2357878
Product Key Features
Number of Pages
192 Pages
Language
English
Publication Name
Developing Inclusive Teacher Education
Publication Year
2003
Subject
Special Education / General, General, Inclusive Education
Type
Textbook
Subject Area
Education
Format
Hardcover
Dimensions
Item Height
0.6 in
Item Weight
15.2 Oz
Item Length
9.4 in
Item Width
6.3 in
Additional Product Features
Intended Audience
Scholarly & Professional
LCCN
30-459170
Table Of Content
1. Developing Inclusive Teacher Education? Introduction T. Booth, K. Nes & M. Strømstad 2. Using Teacher Development to Foster Inclusive Classroom Practices M. Ainscow 3. Views from the institution: Overcoming Barriers to Inclusive Teacher Education? T. Booth 4. The Analysis of Context: Inclusion and Social Justice: Some Thoughts on Culture, Colonisation and Inequality K. Ballard 5. 'Sometimes I Two-times Think..' : Two Competing Interpretations of Inclusion 6. Qualifying Teachers for the School for All P. Haug 7. Creating Structures for Inclusive Development in Teacher Education K. Nes & M. Strømstad 8. Inclusion and Exclusion in the University J. Allan 9. Understanding Disability and Transforming Schools L. Ware 10. Developing Inclusive Teacher Education: Drawing the Book Together T. Booth, K. Nes & M. Strømstad
Synopsis
Inclusion concerns the overcoming of barriers to learning and participation for all, regardless of ability or disability, and is now a central tenet of basic education policy globally. Increasingly, teachers need to be able to implement inclusion into their daily practice. This book stems from its contributors' shared attitude towards education based on the values of equity, entitlement, community, participation and diversity, and examines the ways in which teachers are prepared for inclusion in teacher education institutions as much as schools. Using examples of practice from schools and teaching institutions across the UK, Norway, New Zealand and the USA, the contributors use a valuable comparative approach to explore crucial questions, such as: * How are ideas and practices of inclusive schools reflected in the curriculum of teacher education? * What tools do teachers need to implement inclusion? * What are the policy and cultural contexts for the development of inclusion? * How are the barriers to learning and participation overcome in teacher education itself? This book provides an insightful analysis of whether inclusion is an achievable aim for the 21st century. Its international array of experienced contributors have put together a text that offers a distinct pedagogical focus, which makes it a key reference tool for academics, students and researchers everywhere., Inclusion has been adopted as an overall aim for compulsory education in most countries.This book explores the way teachers are prepared for inclusion in their initial and in-service teacher education., This book explores the way teachers are prepared for inclusion in their initial and in-service teacher education. Using examples of practice from the schools and teaching institutions of the UK, Norway, New Zealand, Australia and the USA, the contributors use a valuable comparative approach to explore crucial questions, such as how ideas and practices of inclusive schools are reflected in the curriculum of teacher education, and what tools teachers need to implement inclusion., Inclusion concerns the overcoming of barriers to learning and participation for all, regardless of ability or disability, and is now a central tenet of basic education policy globally. Increasingly, teachers need to be able to implement inclusion into their daily practice. This book stems from its contributors' shared attitude towards education based on the values of equity, entitlement, community, participation and diversity, and examines the ways in which teachers are prepared for inclusion in teacher education institutions as much as schools. Using examples of practice from schools and teaching institutions across the UK, Norway, New Zealand and the USA, the contributors use a valuable comparative approach to explore crucial questions, such as: * How are ideas and practices of inclusive schools reflected in the curriculum of teacher education? * What tools do teachers need to implement inclusion? * What are the policy and cultural contexts for the development of inclusion? * How are the barriers to learning and participation overcome in teacher education itself? This book provides an insightful analysis of whether inclusion is an achievable aim for the 21st century. Its international array of experienced contributors have put together a text that offers a distinct pedagogical focus, which makes it a key reference tool for academics, students and researchers everywhere
LC Classification Number
LC1200
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