By Tony Booth; Kari Nes; Marit Stromstad
Textual content presents an insightful research of the way inclusion will be promoted in instructor schooling within the twenty-first century. for college kids, teachers, and researchers. Hardcover, softcover on hand. DLC: Inclusive education--Study and educating (Higher)--Cross-cultural reviews.
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Additional info for Developing Inclusive teacher Education
Meanwhile the assistant moved around the other five groups, encouraging individuals, providing help where necessary and keeping an overall eye on the class. After about ten minutes the two colleagues 24 MEL AINSCOW exchanged a quick nod. A moment later they swapped roles, with the teacher moving to work with the class as a whole and the assistant giving further attention to the group that was seen as needing more assistance. All of this was carried out in a relaxed and fluent way, suggesting that the two partners had established prior agreements as to how each of their contributions would be made in such a way as to offer maximum support to all members of the class.
At secondary level the emphasis is on creating 36 TONY BOOTH a diversity of schools rather than the responsiveness of schools to the diversity of students in their locality. A third of all schools are attached to a particular faith and the government and religious organisations are recommending the building of more of them (Archbishops’ Council 2000; Booth 2003b; DfES 2002). In addition a variety of other forms of selection are encouraged at secondary level. There are highly selective grammar schools, specialist schools which can select up to 10% of their students by ‘aptitude’ for a particular curriculum area, and there are also beacon schools, training schools and city academies.
This being the case it can be argued that the existence of support may eliminate the possibility that the demands of these individuals could stimulate a consideration of how practice might be changed in an attempt to facilitate their participation. The way forward, therefore, has to be with the development within a school of a policy for working with assistants that does not fall into these traps, as suggested by Balshaw (1999). Once again here an analysis of existing practice can often provide examples that can be used to encourage further developments.