Teacher education for inclusion in Europe

Abstract

Teacher education issues are high on the policy agenda across Europe. The United Nations Convention on the Rights of People with Disabilities (2006) is gaining momentum and providing a force for change, supported by many communications both internationally and at European level that recognize how central education is in efforts to develop a more equitable society. In moving towards a more inclusive education system, there is a need to train all teachers to meet the diverse needs of all learners in their classrooms and to work collaboratively with colleagues. Drawing on key documents, this article outlines the policy context and reviews the available evidence supporting the move towards teacher education for inclusion across Europe. It presents the work of the European Agency for Development in Special Needs Education, to highlight some of the opportunities and challenges within its member countries in addressing teacher education for inclusion. Education and training across Europe: The current policy agendaThe OECD report Teachers matter (2005) recognizes that the demands on schools and teachers are becoming more complex, as society now expects schools to deal effectively with different languages and student backgrounds, to be sensitive to culture and gender issues, to promote tolerance and social cohesion, to respond effectively to disadvantaged students and students with learning and behavioural issues, to use new technologies, and to keep pace with rapidly developing fields of knowledge and approaches to student

Developing teachers as agents of inclusion and social justice

“…While there is some agreement in the literature about the knowledge, skills and values teachers need to be effective with diverse groups of students, little is known about how these are developed, enacted, sustained and evidenced in the many varied educational environments in which teachers work. Nevertheless, they are often reflected in the national standards that specify which competencies teachers need to achieve qualified teacher status and include: the integration of theoretical and practical knowledge and skills (Donnelly and Watkins 2011;Korthagen 2001); being able to develop a pedagogy that is inclusive of all (Blanton, Pugach and Florian 2011;EADSNE 2011;Florian and Linklater 2010); collaborative skills and attitudes (Frost 2012;Nevin, Thousand and Villa 2009 capacity for reflection and inquiry (Liston and Zeichner 1990;Zeichner 2009); and accounting for moral values and commitment to the education for all (Carr 2003;Kim and Rouse 2011;Pantić and Wubbels 2012). Slee (2010) has argued that one of the most relevant areas of competence for promoting inclusive practice to be developed in teacher education is student teachers' understanding of how broader social forces influence exclusion and disadvantage.…”

Percepciones del profesorado sobre la inclusión: estudio preliminar

“…A este respecto, Álvarez, Álvarez, Castro, Campo y Fueyo (2008) ponen de manifiesto que los profesores consideran que el modelo integrador no responde a las necesidades de todos los alumnos y que las medidas desarrolladas no resultan todo lo eficaces que deberían. En relación con ello, Donnelly y Watkins (2011) o Torres y Fernández (2015, entre otros, destacan el papel decisivo que los profesores y los formadores de profesores juegan a la hora de abordar estos retos.…”

Practices That Support the Inclusion of Children With Autism Spectrum Disorder in Mainstream Early Childhood Education in Zimbabwe

“…These strategies supported full involvement and participation of learners with and without autism in regular classes. Similarly, previous studies reveal that inclusion entails equal valuation of every learner as an integral component of the culture of the school system (Ballard, 2012;Chhabra et al, 2010;Donnelly & Watkins, 2011) involving access and success (Falkmer et al, 2012;Flecha & Soler, 2013;Forlin & Chambers, 2011). In the same vein, respecting the self-worth of individual learners as equal partners in the class informs inclusive pedagogy (Florian & Black-Hawkins, 2011).…”

“…Nevertheless, several researchers have examined beliefs, attitudes, and perceptions regarding including learners with special needs, educational processes, and supports in regular classes (Berry, 2010;Donnelly & Watkins, 2011;Florian & Black-Hawkins, 2011). According to the best knowledge of the researcher, there is a dearth of studies on pedagogy of learners with autism in Zimbabwe.…”