Drawing on research carried out in partnership with schoolteachers, school leaders, and student teachers, this book presents cutting-edge research on teacher education and how it can be used to catalyse the development of inclusive practice in mainstream schools and classrooms. Theoretically robust and guided by the author’s near 40 years of experience as an educationalist, this research-informed book offers an account of the practices and principles that underpin effective teacher education for special educational needs and disability (SEND). Chapters propose transformative approaches towards effective teacher education whilst also exploring the dangers of de-intellectualisation to the promotion of inclusive practices; in doing so, this book reasserts the indispensability of intellectual labour to the development of the inclusive teacher. Ultimately, this book argues that teacher education curricula must include critical-theoretical work and reflexive projects, offering intellectually rich and critical approaches whilst also defending the important role that higher education plays in the context of partnership with schools. At a time when urgent questions around equity are being discussed on the global stage, this book will be of interest to scholars, researchers, and postgraduate students in the fields of inclusion and special education, teacher education, and the theory of education more broadly. Teacher educators and policymakers working towards equitable, quality education for all will also find the volume of use.

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 follow three major themes: social and political challenges regarding teacher education – providing an historical perspective on the training of teachers, tensions in preparing teachers for inclusion, cultural issues, the relationship between educational funding and practices and collaborative measures to support a whole school approach innovative approaches in pre-service teacher preparation – discussing a range of innovative models and approaches used in pre-service teacher education courses engaging professional development for inservice teachers – reviewing a range of approaches employed to engage working teachers and help them establish curricula and pedagogy that meets the needs of all students in their classes. Each chapter will include a list of proposed learning outcomes, a theoretical or conceptual framework to help readers develop the proposed innovation, an overview of recent research, discussion of the research data available and a discussion of the international implications and challenges, summarising in suggestions for a positive way forward. Teacher Education for Inclusion: Changing Paradigms and Innovative Approaches is essential reading for practising teacher educators, school leaders, university lecturers in education and post graduate students.

Are teachers ready for inclusion? What is appropriate teacher education? Traditional approaches to inclusive education focused on learners with disabilities. Modern approaches, however, conceptualise inclusion in terms of providing educational equity and equality of access for all students within the same regular school system. Future Directions for Inclusive Teacher Education provides a wealth of ideas about how to support teachers to become inclusive through the application of positive training approaches. Written by some of the most influential internationally acknowledged experts in teacher education for inclusion and highly experienced researchers, together the authors provide a plethora of ideas for teacher educators to ensure that their training is pertinent, accessible, and futures-orientated. This up to date and accessible book combines three key areas related to teacher education for inclusion, which provide: A review of what is happening across the globe by offering examples from different regions; Preparation for teachers to support learners with a range of diverse needs including disability, poverty, ethnicity, gender, cultural diversity, learning disabilities, Autism Spectrum Disorder, sensory impairments and those who are considered gifted and talented; A consideration of systemic approaches, policy, and partnerships, and how these can be better employed in the future. This highly topical text will support all teaching professionals, educational systems, and schools in their transformation of inclusive teacher education.

This ground-breaking book considers current perspectives on special education reform in the Asia-Pacific region. It has a major focus on a new era of special education, and how this relates to education reform towards inclusive education. With major changes being proposed under current educational reform and confusion as to how to instigate these measures, this book provides ways to better prepare teachers. It is helpfully divided into three different sections of education reform: "Education Reform in the Asia-Pacific region" reviews broad trends and issues in special education across the region, including Taiwan, Korea, Australia, India, China and Hong Kong. "Preparing Teachers to work in Inclusive Classrooms" focuses on curricula and pedagogical practices for teacher education. This section considers different approaches to preparing teachers such as cross-categorical, collaborative, innovations, and the impact of teachers’ attitudes, perceptions and concerns on inclusion. "Effective Special & Inclusive Practices" draws upon evidence–based research to provide best practice models to assist in developing inclusive school communities. Each section addresses a list of objectives and questions; suggests best practice pedagogy; and concludes with a support section with useful websites and suggested professional development activities. This book will interest teachers, teacher educators, university lecturers in education and post graduate students.

In the coming decades, the general public will be required ever more often to understand complex environmental issues, evaluate proposed environmental plans, and understand how individual decisions affect the environment at local to global scales. Thus it is of fundamental importance to ensure that higher quality education about these ecological issues raises the environmental literacy of the general public. In order to achieve this, teachers need to be trained as well as classroom practice enhanced. This volume focuses on the integration of environmental education into science teacher education. The book begins by providing readers with foundational knowledge of environmental education as it applies to the discipline of science education. It relates the historical and philosophical underpinnings of EE, as well as current trends in the subject that relate to science teacher education. Later chapters examine the pedagogical practices of environmental education in the context of science teacher education. Case studies of environmental education teaching and learning strategies in science teacher education, and instructional practices in K-12 science classrooms, are included. This book shares knowledge and ideas about environmental education pedagogy and serves as a reliable guide for both science teacher educators and K-12 science educators who wish to insert environmental education into science teacher education. Coverage includes everything from the methods employed in summer camps to the use of podcasting as a pedagogical aid. Studies have shown that schools that do manage to incorporate EE into their teaching programs demonstrate significant growth in student achievement as well as improved student behavior. This text argues that the multidisciplinary nature of environmental education itself requires problem-solving, critical thinking and literacy skills that benefit students’ work right across the curriculum.

There has recently been a societal push to better achieve equity for all, with many bringing to light the bias, racism, and discrimination that many factions face on a daily basis. Naturally, integrating diversity and social inclusion thoughts into the classroom is one of the best ways to start changing the mindset of society and promoting more inclusive practices in the next generations. Therefore, diversity and social inclusion have become common approaches in the planning and management of primary, secondary, and higher education schools in many international contexts. However, there are certainly challenges that must be overcome in developing these new practices and their implementation within teacher curriculum. Instilling Diversity and Social Inclusion Practices in Teacher Education and Curriculum Development provides an analysis of educational inclusion practices and identifies university students’ voices on diversity and social inclusion. It further assesses teacher performance in an international online training context and promotes a model of curriculum development on diversity and social inclusion. Covering topics such as culturally competent teachers, student academic achievement, and attitudes towards diversity, this premier reference source is an excellent resource for teacher educators, pre-service teachers, administrators and educators of both K-12 and higher education, social workers, researchers, and academicians.

Queer Inclusion in Teacher Education explores the challenges and promises of building queer inclusive pedagogy and curriculum into teacher education. Weaving together theory, research findings, and practical "how-to" strategies and materials, it fills an important gap by offering a clear roadmap and resources for influencing the knowledge, beliefs, and actions of faculty working with pre-service teachers. While the book has implications for policy change, most immediately, readers will feel empowered with ideas for faculty development they can implement in their own teacher education programs. Looking at both the politics and practices of teacher education and the ways in which queer issues manifest in schools, it is hopeful in suggesting that if teachers and pre-service teachers can critically reflect on homophobia and heteronormativity, they can begin to think about and relate to queer youth in a different, more positive and inclusive way. A Companion Website [http://queerinclusion.com] with additional activities and materials for teacher educators and faculty development and a practical guide enhances the usefulness of the book.

This is the foundational book for the new series, Teacher Education, Learning Innovation and Accountability. The book canvasses research, practice and policy perspectives in teacher education across diverse geographic, social and political contexts. It explores the lifespan of teacher development from initial preparation through to graduate classroom practice as it occurs in an intensifying culture of standards and regulation. The characterization of initial teacher education (ITE) in a crucible of change permeates throughout the book. The chapters open up new ways of thinking about innovation and accountability in ITE and the professionalization of teaching, exploring fundamental questions, such as “Who are the actors in teacher preparation and how do they interact? How can we learn about the quality of teacher education? Where can we hear the voices of teacher educators and preservice teachers, as well as school-based teacher educators? What are the new and emerging roles of others in teacher education who have not been involved previously, including employing authorities?” (p. 22). While the book provides responses to these and other provocative questions, it also offers new insights into innovative teacher education from a wide range of policy and practice contexts.

Towards Inclusion of All Learners through Science Teacher Education serves as an indispensable resource for teachers and teacher educators wishing to understand how to educate students with exceptionalities in science. This book begins with the voices and stories of the experts: current and former K-12 students with disabilities sharing their experiences in science education classrooms. The voices of students with disabilities are then connected to the work of leading experts in the area of science education for individuals with disabilities in an effort to address the goals of national reform documents by ensuring rigorous science experiences for all students. It is written in a highly accessible and practical manner, making it ideal for all educators including pre-service and in-service teachers, teacher educators, researchers, and curriculum developers.