Source: European Journal of Teacher Education, Volume 30, Issue 2 May 2007, pages 119 – 134
This paper examines the extent to which initial teacher education (ITE) programmes contribute to the development of inclusive attitudes, values and practices. Inclusive education is the entitlement of all children and young people to quality education, irrespective of their differences or dispositions. It is about embracing educational values of equity, diversity and social justice.
The data which underpins this paper was obtained through research commissioned by the Department of Education (DE) Northern Ireland (NI) which sought to identify existing practices that increased the motivation, participation and achievement of all pupils of school age with special educational needs (Moran & Abbott, 2006). Head teachers and Special Educational Needs Coordinators (SENCOs) views were sought on the effectiveness of ITE programmes in preparing student teachers to work in inclusive school settings.