Report

Teacher preparation for inclusive education: Initial teacher education and in-service professional development

L Graham, Wendy Scott

Melbourne Graduate School of Education, The University of Melbourne | Published : 2016

Abstract

21st century education systems have a clear need for teachers who are sufficiently competent and motivated to know how to include children with disabilities (and those from other marginalised groups) in all classrooms (Lewis & Sagree, 2013). In order to develop the skills, experience and confidence to be inclusive of all children, teachers need to learn about and practise inclusive education during initial teacher preparation. They also need to be given opportunities for continuing in service professional learning throughout their careers.