Teacher preparation for inclusive education: Increasing knowledge but raising concerns

Christine Irene FORLIN, Dianne CHAMBERS

Research output: Contribution to journalArticles

161 Citations (Scopus)

Abstract

The role of the generalist teacher is now affirmed as being an important component in the success or otherwise of inclusive education practice. Issues about the effectiveness of teacher preparation for working in inclusive classes have arisen. An evaluation of pre-service teachers' perceptions regarding their preparedness for inclusion had some interesting findings. The study found that increasing knowledge about legislation and policy related to inclusion, and improving levels of confidence in becoming inclusive teachers, did not likewise address their concerns, or perceived stress, about having students with disabilities in their classes. As universities re-evaluate their teacher preparation courses, a range of pertinent issues are identified that require consideration. Copyright © 2011 Australian Teacher Education Association.
Original languageEnglish
Pages (from-to)17-32
JournalAsia-Pacific Journal of Teacher Education
Volume39
Issue number1
DOIs
Publication statusPublished - Feb 2011

Citation

Forlin, C., & Chambers, D. (2011). Teacher preparation for inclusive education: Increasing knowledge but raising concerns. Asia-Pacific Journal of Teacher Education, 39(1), 17-32.

Keywords

  • Attitudes
  • Beliefs
  • Concerns
  • Disabilities
  • Inclusion
  • Inclusive education
  • Pre-service teachers
  • Teacher education

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