This text provides a wealth of ideas about how to support teachers through positive training approaches, by sharing the writings of some of the most influential educators in the field of teacher education for inclusion.
This text provides a wealth of ideas about how to support teachers through positive training approaches, by sharing the writings of some of the most influential educators in the field of teacher education for inclusion.
Chris Forlin is Professor of Special and Inclusive Education, Hong Kong Institute of Education.
Inhaltsangabe
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. Including children with disabilities in regular classes: Current climate and future direction in Malaysia 3. A training model for enhancing the learning capacity of students with special needs in inclusive classrooms in Thailand 4. Development of learning in regular class and measure of teacher education in China 5. A Mosaic of models: Teacher education for inclusion in Israel 6. The directions of Finnish teacher education in the era of revised Act on Basic Education 7. Preparing teachers to meet the challenges of inclusive education in Negara Brunei Darussalam 8. Emerging issues in teacher education for inclusion in the United States Part II Diversity and its challenges 9. Diversity and its challenges for teachers 10. Inclusion for innovation: The potential for diversity in teacher education 11. Seven essential components for teacher preparation programs for inclusion 12. Gifted, talented or educationally disadvantaged? The case for including 'giftedness' in teacher education programs 13. New dimensions of teacher education on the inclusivity of school guidance for regular schools 14. Gender and achievement in the UK and Hong Kong 15. Conceptualizing social inclusion within teacher education 16. Professional development for teachers of students with autism spectrum disorders in Hong Kong 17. The role of educators in facilitating resiliency that assists normalization for young people with disabilities PART III Future directions: What is needed now? 18. Future directions: What is needed now for effective inclusive teacher education? 19. Interregional discussions around inclusive curriculum and teachers in light of the 48th International Conference on Education 20. Teacher education for inclusion in Europe: Challenges and opportunities 21. The construction of an Institute-School-Community partnership of teacher education for inclusive education 22. Teacher education for inclusion: A research agenda for the future Index
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. Including children with disabilities in regular classes: Current climate and future direction in Malaysia 3. A training model for enhancing the learning capacity of students with special needs in inclusive classrooms in Thailand 4. Development of learning in regular class and measure of teacher education in China 5. A Mosaic of models: Teacher education for inclusion in Israel 6. The directions of Finnish teacher education in the era of revised Act on Basic Education 7. Preparing teachers to meet the challenges of inclusive education in Negara Brunei Darussalam 8. Emerging issues in teacher education for inclusion in the United States Part II Diversity and its challenges 9. Diversity and its challenges for teachers 10. Inclusion for innovation: The potential for diversity in teacher education 11. Seven essential components for teacher preparation programs for inclusion 12. Gifted, talented or educationally disadvantaged? The case for including 'giftedness' in teacher education programs 13. New dimensions of teacher education on the inclusivity of school guidance for regular schools 14. Gender and achievement in the UK and Hong Kong 15. Conceptualizing social inclusion within teacher education 16. Professional development for teachers of students with autism spectrum disorders in Hong Kong 17. The role of educators in facilitating resiliency that assists normalization for young people with disabilities PART III Future directions: What is needed now? 18. Future directions: What is needed now for effective inclusive teacher education? 19. Interregional discussions around inclusive curriculum and teachers in light of the 48th International Conference on Education 20. Teacher education for inclusion in Europe: Challenges and opportunities 21. The construction of an Institute-School-Community partnership of teacher education for inclusive education 22. Teacher education for inclusion: A research agenda for the future Index
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