Best Practices in Teacher Preparation for Inclusive Education

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Author(s): Holly H. Pinter (Western Carolina University, USA), Lisa A. Bloom (Western Carolina University, USA), Charmion B. Rush (Western Carolina University, USA)and Cameron Sastre (Western Carolina University, USA)
Copyright: 2020
Pages: 17
Source title: Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA)
DOI: 10.4018/978-1-5225-9232-7.ch004

Keywords: Education / Information Science Reference / Teacher Education

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Abstract

Research regarding best practice for preparing both special education and general education teachers for inclusion has been sparse in the US. The purpose of this chapter is to systematically review and summarize research regarding teacher preparation for inclusion. A thorough search uncovered 35 relevant studies. Themes that emerged from analysis of this research of best practices for teacher preparation for inclusive education included content for inclusion infused in teacher education courses, attention early and often to attitudes and dispositions toward inclusion, opportunities for collaboration and co-teaching, strong university-school partnerships, and collaboration to teacher education faculty.

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