2,019
Views
18
CrossRef citations to date
0
Altmetric
Articles

´Dealing with diversity´: debating the focus of teacher education for inclusion

&
Pages 95-109 | Received 18 Nov 2019, Accepted 18 Nov 2019, Published online: 04 Dec 2019

References

  • Allday, R. A., S. Neilsen-Gatti, and T. M. Hudson. 2013. “Preparation for Inclusion in Teacher Education Pre-service Curricula.” Teacher Education and Special Education 36 (4): 298–311. doi:10.1177/0888406413497485.
  • Ball, A. F., and C. A. Tyson. 2011. “Preparing Teachers for Diversity in the Twenty-first Century.” In Studying Diversity in Teacher Education, edited by A. F. Ball and C. A. Tyson, 399–416. New York: Rowman & Littlefield.
  • Black-Hawkins, K. 2017. “Understanding Inclusive Pedagogy: Learning with and from Teachers.” In Inclusive Education. Making Sense of Everyday Practice, edited by V. Plows and B. Whitburn, 13–30. Rotterdam: Sense Publishers.
  • Blanton, L. P., M. C. Pugach, and L. Florian. 2011. Preparing General Educators to Improve Outcomes for Students with Disabilities. Washington: American Association of Colleges of Teacher Education and National Council for Learning Disabilities.
  • Bowen, G. A. 2009. “Document Analysis as a Qualitative Research Method.” Qualitative Research Journal 9 (2): 27–40. doi:10.3316/QRJ0902027.
  • Cochran-Smith, M., and C. Dudley-Marling. 2012. “Diversity in Teacher Education and Special Education: The Issues that Divide.” Journal of Teacher Education 63 (4): 237–244. doi:10.1177/0022487112446512.
  • Crowther, D., A. Dyson, and A. Millward. 2001. “Supporting Pupils with Special Educational Needs: Issues and Dilemmas for Special Needs Coordinators in English Primary Schools.” European Journal of Special Needs Education 16: 85–97. doi:10.1080/08856250110040695.
  • Dalmau, M. C., and H. Guðjónsdóttir. 2017. “From the Beginning to the Future: Professional Working Theory Emerging.” In Taking a Fresh Look at Education: Framing Professional Learning in Education through Self-study, edited by M. C. Dalmau, H. Guðjónsdóttir, and D. Tidwell, 129–148. Rotterdam: Sense Publishers.
  • Echeita, G. 2014. “Initial Teacher Education for Inclusion. Key Messages and Challenges.” In Inclusive Education in Europe: Putting Theory into Practice. International Conference, 18 November 2013. Reflections from Researchers, edited by European Agency for Special Needs and Inclusive Education. Odense, Denmark.
  • European Agency for Development in Special Needs Education. 2010. Teacher Education for Inclusion – International Literature Review. Odense, Denmark: European Agency for Development in Special Needs Education.
  • European Agency for Development in Special Needs Education. 2011. Key Principles for Promoting Quality in Inclusive Education – Recommendations for Practice. Odense, Denmark: European Agency for Development in Special Needs Education.
  • European Agency for Special Needs and Inclusive Education. 2015. Empowering Teachers to Promote Inclusive Education. Literature Review. Odense, Denmark: European Agency for Special Needs and Inclusive Education.
  • European Agency for Special Needs and Inclusive Education. 2017. Education for All in Iceland: External Audit of the Icelandic System for Inclusive Education. Odense, Denmark: European Agency for Special Needs and Inclusive Education.
  • Fagráð um starfsþróun kennara. 2016. “Skýrsla til mennta- og menningarmálaráðherra [A Report to the Minister of Education and Culture].” http://starfsthrounkennara.is
  • Florian, L. 2012. “Preparing Teachers to Work in Inclusive Classrooms: Key Lessons for the Professional Development of Teacher Educators from Scotland’s Inclusive Practice Project.” Journal of Teacher Education 63 (4): 275–285. doi:10.1177/0022487112447112.
  • Florian, L. 2014. “What Counts as Evidence of Inclusive Education?” European Journal of Special Needs Education 29 (3): 286–294. doi:10.1080/08856257.2014.933551.
  • Florian, L. 2015a. “Inclusive Pedagogy: A Transformative Approach to Individual Differences but Can It Helps Reduce Educational Inequalities?” Scottish Educational Review 47 (1): 5–14. doi:10.1080/13540602.2012.709732.
  • Florian, L. 2015b. “Conceptualising Inclusive Pedagogy: The Inclusive Pedagogical Approach in Action.” In Inclusive Pedagogy across the Curriculum, edited by J. M. Deppeler, T. Loreman, R. Smith, and L. Florian, 11–24. Vol. 7. Melbourne: Emerald Group Publishing Limited.
  • Florian, L., and N. Pantić. 2017. “Teacher Education for the Changing Demographics of Schooling: Policy, Practice and Research.” In Teacher Education for the Changing Demographics of Schooling: Issues for Research and Practice, edited by L. Florian and N. Pantic, 1–5. Cham: Springer International Publishing.
  • Florian, L., and K. Black-Hawkins. 2011. “Exploring Inclusive Pedagogy.” British Educational Research Journal 37 (5): 813–828. doi:10.1080/01411926.2010.501096.
  • Forlin, C., Ed. 2010. Teacher Education for Inclusion: Changing Paradigms and Innovative Approaches. London: Routledge.
  • Forlin, C. 2012. “Future Directions: What Is Needed Now for Effective Inclusive Teacher Education?” In Future Directions for Inclusive Teacher Education: An International Perspective, edited by C. Forlin, 173–182. New York: Routledge.
  • Forlin, C., and D. Chambers. 2011. “Teacher Preparation for Inclusive Education: Increasing Knowledge but Raising Concerns.” Asia-Pacific Journal of Teacher Education 39 (1): 17–32. doi:10.1080/1359866X.2010.540850.
  • Gale, T., C. Mills, and R. Cross. 2017. “Socially Inclusive Teaching: Belief, Design, Action as Pedagogic Work.” Journal of Teacher Education 68 (3): 345–356. doi:10.1177/0022487116685754.
  • Guðjónsdóttir, H., E. Óskarsdóttir, and J. Karlsdóttir. 2017. “Responsive Teachers in Inclusive Practices.” In SEARCH and Research: Teacher Education for Contemporary Contexts, edited by J. Mena, J. García-Peñalvo, A. García-Valcárcel, and M. Martín Del Pozo, 357–364. Salamanca: Universidad de Salamanca.
  • Guðjónsdóttir, H., and J. Karlsdóttir. 2012. “Skóli án aðgreiningar og kennaramenntun [Teacher Education for Inclusion].” Tímarit Um Menntarannsóknir 9: 132–152.
  • Hick, P., and G. Thomas. 2009. Inclusion and Diversity in Education: Inclusive Education as Social Justice. Los Angeles: SAGE.
  • Jóhannsdóttir, V., and J. G. Ingólfsdóttir. 2018. “Social Pedagogy in a Human Rights Context: Lessons from Primary Schools in Iceland.” International Journal of Social Pedagogy 7 (1): 3. doi:10.14324/111.444.ijsp.2018.v7.1.003.
  • Jónasson, J. T. 2012. “Hugleiðingar um kennaramenntun [Reflecting on Teacher Education].” Netla- Veftímarit um uppeldi og menntun. http://netla.hi.is/greinar/2012/alm/001.pdf
  • Kosnik, C., and C. Beck. 2009. Priorities in Teacher Education: The 7 Key Elements of Pre-service Preparation. London: Routledge.
  • Kozleski, E. B., A. J. Artiles, E. D. McCray, and L. Lacy. 2014. “Equity Challenges in the Accountability Age: Demographic Representation and Distribution in the Teacher Workforce.” In Handbook on Research in Special Education Teacher Education, edited by P. Sindelar, E. McCray, M. Brownell, and B. Lignugaris-Kraft, 113–126. New York: Routledge.
  • Labuschagne, A. 2003. “Qualitative Research-airy Fairy or Fundamental?” The Qualitative Report 8 (1): 100–103.
  • Lög um grunnskóla nr. 91/2008. [Education Act no 91/2008]
  • Merriam, S. B. 2009. Qualitative Research: A Guide to Design and Implementation. San Francisco: Jossey-Bass.
  • Ministry of Education, Science and Culture. 2014. “The Icelandic National Curriculum Guide for Compulsory Schools: General Section.” https://www.government.is/library/01-Ministries/Ministry-of-Education/Curriculum/adalnrsk_greinask_ens_2014.pdf
  • OECD. 2009. Creating Effective Teaching and Learning Environments: First Results from TALIS. Paris: OECD.
  • Óskarsdóttir, G., Ed. 2014. Starfshættir Í Grunnskólum Við Upphaf 21. Aldar. (Teaching and Learning Procedures in Icelandic Compulsory Schools in the Beginning of 21 Century). Reykjavík: Háskólaútgáfan.
  • OECD. 2014. TALIS 2013 Results: An International Perspective on Teaching and Learning. TALIS. Paris: OECD Publishing. doi:10.1787/23129638.
  • Óskarsdóttir, E. 2017. “Constructing Support as Inclusive Practice: A Self-study.” Doctoral diss., University of Iceland, School of Education, Reykjavík. https://hdl.handle.net/20.500.11815/388
  • Óskarsdóttir, E., K. R. Gísladóttir, and H. Guðjónsdóttir. 2019. “Policies for Inclusion in Iceland: Possibilities and Challenges.” In Including the North: A Comparative Study of the Policies on Inclusion and Equity in the Circumpolar North, edited by M. C. Beaton, et al., 57–69. Rovaniemi, FI: University of Lapland.
  • Reay, D. 2012. “What Would a Socially Just Education System Look Like?: Saving the Minnows from the Pike.” Journal of Education Policy 27: 587–599. doi:10.1080/02680939.2012.710015.
  • Sharma, U., and A. Nuttal. 2016. “The Impact of Training on Pre-service Teacher Attitudes, Concerns, and Efficacy Towards Inclusion.” Asia-Pacific Journal of Teacher Education 44 (2): 142–155. doi:10.1080/1359866X.2015.1081672.
  • Sigurðardóttir, A. K. 2010. “Professional Learning Community in Relation to School Effectiveness.” Scandinavian Journal Of Educational Research 54 (5): 395–412.
  • Sigurðardóttir, A. K., H. Guðjónsdóttir, and J. Karlsdóttir. 2014. “The Development of a School for All in Iceland: Equality, Threats and Political Conditions.” In The Nordic Education Model. ‘A School for All’ Encounters Neo-liberal Policy, edited by U. Blossing, et al., 95–113. Dordrecht: Springer.
  • Slee, R. 2018. The Inclusive Education Workbook: Teaching, Learning and Research in the Irregular School. London: Routledge.
  • Swain, K. D., P. D. Nordness, and E. M. Leader-Janssen. 2012. “Changes in Preservice Teacher Attitudes toward Inclusion.” Preventing School Failure: Alternative Education for Children and Youth 56 (2): 75–81. doi:10.1080/1045988X.2011.565386.
  • Symeonidou, S. 2017. “Initial Teacher Education for Inclusion: a Review Of The Literature.” Disability & Society 32 (3): 401–422.
  • UNESCO. 2013. Advocacy Guide: Promoting Inclusive Teacher Education – Introduction. Bangkok: UNES.
  • UNICEF. 2013. Educating Teachers for Children with Disabilities. Mapping, Scoping and Best Practices Exercise in the Context of Developing Inclusive Education. Rights, Education and Protection (REAP project). Australian government and UNICEF partnership. http://worldofinclusion.com/v3/wp-content/uploads/2014/01/UNICEF-Educating-Teachers-for-Children-with-Disabilities_Lo-res.pdf
  • University of Iceland. 2017. “Course Catalogue 2017–2018.” https://ugla.hi.is/kennsluskra/index.php?tab=skoli&chapter=content&id=−2017
  • University of Iceland. 2018. “Course Catalogue 2018–2019.” https://ugla.hi.is/kennsluskra/index.php?tab=skoli&chapter=content&id=−2018&kennsluar=2018
  • Watkins, A., and V. Donnelly. 2014. “Core Values as the Basis for Teacher Education for Inclusion.” Global Education Review 1 (1): 76–92.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.