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Future directions for inclusive teacher education : an international perspective /
"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 wit...
| Clasificación: | Libro Electrónico |
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| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
New York, NY :
Routledge,
2012.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- FrontCover; Future Directions forInclusive TeacherEducation; Copyright Page; Contents; Figures; Tables; Contributors; Editorial Board; Foreword; Preface; Section 1: Global perspectives on teacher educationfor inclusion; Section 2: Diversity and its challenges; Section 3: Future directions: What is needed now?; Part I Global perspectives on teacher education forinclusion; Chapter 1 Responding to the need for inclusive teacher education; Chapter 2 Including children with disabilities in regular classes.
- Chapter 3 A training model for enhancing the learning capacity of students with special needs in inclusive classrooms in ThailandChapter 4 Development of learning in regular class and measure of teacher education in China; Chapter 5 A mosaic of models; Chapter 6 The directions of Finnish teacher education in the era of the revised Act on Basic Education; Chapter 7 Preparing teachers to meet the challenges of inclusive education in Negara Brunei Darussalam; Chapter 8 Emerging issues in teacher education for inclusion in the United States; Part II Diversity and its challenges.
- Chapter 9 Diversity and its challenges for teachersChapter 10 Inclusion for innovation; Chapter 11 Seven essential components for teacher preparation programs for inclusion; Chapter 12 Gifted, talented or educationally disadvantaged?; Chapter 13 New dimensions of teacher education on the inclusivity of school guidance for regular schools in Hong Kong; Chapter 14 Gender and achievement in the UK and Hong Kong; Chapter 15 Conceptualizing social inclusion within teacher education; Chapter 16 Professional development for teachers of students with autism spectrum disorders in Hong Kong.
- Chapter 17 The role of educators infacilitating resiliency that assists normalization for young people with disabilitiesPart III Future directions; Chapter 18 Future directions; Chapter 19 Interregional discussions around inclusive curriculum and teachers in light of the 48th International Conference on Education; Chapter 20 Teacher education for inclusion in Europe; Chapter 21 The construction of an Institute-School-Community partnership of teacher education for inclusion; Chapter 22 Teacher education for inclusion; Index.