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Article
Teacher preparation for inclusive education: Increasing knowledge but raising concerns
Asia-Pacific Journal of Teacher Education
  • Chris Forlin
  • Dianne Chambers, University of Notre Dame Australia
Year of Publication
2011
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.
Keywords
  • Peer-reviewed,
  • attitudes,
  • beliefs,
  • concerns,
  • disabilities,
  • inclusion,
  • inclusive education,
  • pre-service teachers,
  • teacher education
Disciplines
Citation Information
Chris Forlin and Dianne Chambers. "Teacher preparation for inclusive education: Increasing knowledge but raising concerns" Asia-Pacific Journal of Teacher Education Vol. 39 Iss. 1 (2011) ISSN: 1359-866X
Available at: http://works.bepress.com/dianne_chambers/7/