The Philosophy of Inclusion: Roadblocks and Remedies for the Teacher and the Teacher Educator
DOI:
https://doi.org/10.11575/jet.v39i1.52626Abstract
This article reports the conclusions of a study that examined the knowledge teachers need for successful implementation of inclusion in K-12 schools. Focus groups comprised of individuals experienced with inclusion were convened to discuss what prospective teachers need to know or be able to do to be successful in inclusive settings. The data highlight the importance of adequate teacher preparation, effective communication, and collaboration skills among educational professionals and parents. The recommendations that emerge from the study provide suggestions for enhancing adaptations to curriculum and pedagogy, as well as changes in courses and field experiences in preservice teacher education.
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2018-05-17
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