Katota Mai

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Cambridge Journal of Education
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Preparing teachers for inclusive education: using inclusive pedagogy to enhance teaching and learning for all
Lani Florian & Holly Linklater
a a a

University of Aberdeen, Aberdeen, UK

Available online: 08 Dec 2010

To cite this article: Lani Florian & Holly Linklater (2010): Preparing teachers for inclusive education: using inclusive pedagogy toenhance teaching and learning for all, Cambridge Journal of Education, 40:4, 369-386 To link to this article: http://dx.doi.org/10.1080/0305764X.2010.526588

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Cambridge Journal of Education Vol. 40, No. 4, December 2010, 369–386

Preparing teachers for inclusive education: using inclusive pedagogy to enhance teaching and learning forall
Lani Florian* and Holly Linklater
Downloaded by [b-on: Biblioteca do conhecimento online UCV] at 07:21 22 May 2012
University of Aberdeen, Aberdeen, UK (Received 3 December 2009; final version received 21 July 2010)
CCJE_A_526588.sgm Taylor and Francis l.florian@abdn.ac.uk Dr 0 4000002010 40 LaniFlorian Taylor 2010 & Francis Original Article 0305-764X (print)/1469-3577 (online) CambridgeJournal of Education 10.1080/0305764X.2010.526588

As the concept of ‘inclusive education’ has gained currency, students who would previously have been referred to specialist forms of provision, having been judged ‘less able’, are now believed to belong in mainstream classrooms. However, it is often argued that teachers lack the necessary knowledge and skills to work with such students ininclusive classrooms. This paper reports findings of a study of a new initial teacher education course that starts from the premise that the question is not whether teachers have the necessary knowledge and skills to teach in inclusive classrooms, but how to make best use of what they already know when learners experience difficulty. The theoretical rationale for the development of the course is outlinedand examples of how teachers might engage in more inclusive practice are presented. Keywords: inclusive education; teacher education

Introduction In Britain as elsewhere, classroom teachers are increasingly faced with the challenge of teaching learners whose differences vary across many dimensions. As the concept of ‘inclusive education’ has gained currency, students who would previously havebeen referred to specialist forms of provision, having been judged ‘less able’, are now believed to belong in mainstream classrooms (Ferguson, 2008; Ofsted, 2004; Thomas & Vaughn, 2004). However, it is often argued that teachers lack the necessary knowledge and skills to work with such students in inclusive classrooms (see Ofsted, 2008; Scott, Vitale, & Marston, 1998). Schools often exclude, or...