This fascinating text offers a compelling argument for the need to include insider perspectives of disability in teacher education programs, in order to enrich professional understandings and shed light on the reality of living with a disability. With contributions from a highly experienced team of authors from a wide range of educational settings, Bringing Insider Perspectives into Inclusive Teacher Learning includes case studies and research projects on how teacher educators gather, interpret and integrate insider perspectives into teacher education programs, along with practical strategies as to how educators can develop programs more sensitive to the experiences of ‘insiders’.
Questions addressed include:
- How do teacher educator researchers gather insider perspectives?
- What are some of the barriers and challenges involved?
- What critical experiences and lessons can be learned from teacher educators who have integrated insider perspectives?
- How can insider perspectives bring about a more meaningful inclusion of students with disabilities?
Offering a range of different methodologies to engage students, parents, teachers, school leaders and teacher educators, this thought-provoking book provides practical ideas about how insider perspectives can enhance teacher learning and support greater inclusive practices in schools. This text will be useful to university lecturers, teachers and education specialists, as well as students of educational studies and ITE courses from foundation degree level through to undergraduate and postgraduate study.
Table of Contents
Foreword Professor Chris Forlin 1. Whose insider perspectives count and why should we consider them? Phyllis Jones 2. Using Vocabularies of Hope to Transform the Educational Experiences of Students identified as having Pronounced Literacy Difficulties Ron Smith and Louise Long 3. Young Children’s Views on Inclusion: Lessons for Teacher Educators Phyllis Jones & Ann Gillies 4. Attributes that Influence Inclusive Practice: Parent Perspectives on Quality Special Educators in Northwestern United States Elizabeth A. West and Jody M. Pirtle 5. School Principals’ Views of Teaching Standards for Inclusive Education in New Zealand Garry Hornby and Dean Sutherland 6. Pre-Service Teacher Reflections on Inclusive Experiences: Themes and Considerations Dianne Chambers 7. Canadian pre-service teachers and exclusion: Views and origins Tim Loreman 8. From Teacher Prep to Teacher Limbo: The Experiences of Secondary Inclusive Educators Navigating Their Ways Into the Field Eileen Radigan and Julia M. White 9. The Challenge of Curriculum Coherency and Relevance in Pre-service Teacher Training for Inclusive Education in Mexico Silvia Romero-Contreras, Ismael García-Cedillo, & Todd Fletcher 10. Thai Early Childhood Educators’ Perspectives: Transforming Inclusive Teachers to Move Beyond Religiosity Sunanta Klibthong and Joseph Agbenyega 11. Teacher trainee learning about inclusive practice in initial teacher education in England: ‘Insider’ perspectives from within the school placement Hazel Lawson, Brahm Norwich and Tricia Nash 12. Infusing Insider Perspectives in Online Learning in the USA: Teachers’ Journeys Towards Better Understandings Greg Knollman and Ann Gillies 13. Teacher educator perspectives on systemic barriers to inclusive education: An international conversation Umesh Sharma and Tim Loreman 14. Developing Equitable Practices in Schools through Collaboration in Research Joanne Deppeler 15. What are some of the critical ‘experiences’ and ‘lessons learned’ from teacher educators who have integrated insider perspectives that may inform the work of teacher educators for inclusion? Phyllis Jones
Phyllis Jones is Associate Professor in the Department of Special Education at the University of South Florida, USA.