Teacher education for inclusion : changing paradigms and innovative approaches / / edited by Chris Forlin

• Record Nr.: UNINA9910458459303321
• Pubbl/distr/stampa: Milton Park, Abingdon, Oxon ; ; New York : , : Routledge, , 2010
• ISBN: 1-136-96540-8; 1-136-96541-6; 1-282-62942-5; 9786612629426; 0-203-85087-4
• Descrizione fisica: 1 online resource (286 p.)
• Altri autori (Persone): ForlinChris
• Disciplina: 370.71/1
• Soggetti: Inclusive education; Teachers - Training of; Electronic books.
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Book Cover; Title; Copyright; Contents; Tables; Figures; Contributors; Editorial Board; Foreword; Preface; Part I: Social and political challenges in teacher education for inclusion; Chapter 1: Reframing teacher education for inclusion; Chapter 2: Political economy, inclusive education and teacher education; Chapter 3: The professional learning of teachers through experience in an international and intercultural context; Chapter 4: A national strategy for supporting teacher educators to prepare teachers for inclusion; Part II: Innovative approaches for initial teacher preparation; Chapter 5: Reforming initial teacher education: A necessary but not sufficient condition for developing inclusive practiceChapter 6: A content-infused approach to pre-service teacher preparation for inclusive education; Chapter 7: Inclusive professional learning schools; Chapter 8: Initial teacher education and inclusion: A triad of inclusive experiences; Chapter 9: Fostering empathy and understanding: A longitudinal case study pedagogy; Chapter 10: Preparing teachers to work with parents and families of learners with SEN in inclusive schools; Chapter 11: Using reflective practices for the preparation of pre-service teachers for inclusive classroomsChapter 12: Preparing pre-service teachers for effective co-teaching in inclusive classrooms; Chapter 13: Teacher education online: Towards inclusive virtual learning communities; Chapter 14: Evaluating inclusive teacher education programs: A flexible framework; Part III: Professional learning for practising teachers; Chapter 15: Modelling and guiding inclusive practices: A challenge for postgraduate educators; Chapter 16: Humanizing online learning: Ways of engaging teachers in contemporary under standings and practicesChapter 17: Attending to diversity: A professional learning program in Mexico; Chapter 18: Engaging teachers in supporting positive student behavior change; Chapter 19: Professional learning as collaborative inquiry Working together for impact; Chapter 20: A four-ply model of professional development for inclusive education; Chapter 21: Including students with special education needs in professional learning for teachers; Chapter 22: Initial teacher training to meet the needs of students with disabilities who are culturally and linguistically diverseChapter 23: Cooperative action research in a "Learning in regular Classrooms" school; Chapter 24: A model professional learning program for enhancing the competency of students with special needs; Chapter 25: Upskillingall mainstream teachers: What is viable?; Chapter 26: Future directions for teacher education for inclusion; Index
• Sommario/riassunto: 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 fol