Journal
DISABILITY & SOCIETY
Volume 32, Issue 3, Pages 401-422Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/09687599.2017.1298992
Keywords
Teacher education; inclusion; literature review; single unit; content infused; school placement
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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.
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