Initial teacher education for inclusion: a review of the literature
Date
2017Source
Disability and SocietyVolume
32Issue
3Pages
401-422Google Scholar check
Metadata
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This article presents a review of the literature on initial teacher education for inclusion published from 2000 to 2014. The analysis uncovers a number of aspects of concern to academics, researchers, teacher educators, and policy-makers. Making informed decisions about the design of initial teacher education courses and units of study for inclusion depends upon addressing some fundamental issues (i.e. the legacy of special education, and the challenges faced in different regions) and making a balanced and informed assessment of the value of content-infused, single-unit, and school placement/experience approaches. The article discusses the implications of this literature review’s findings for future research. © 2017 Informa UK Limited, trading as Taylor & Francis Group.