Source: Teaching and Teacher Education, Volume 25, Issue 4, pages 588-593 (May 2009).
Institutional politics and diversity of ideological positions create challenges for teaching staff with polarized beliefs about inclusive education. This article provides a methodological justification for a longitudinal study of the experience of developing an integrated ‘inclusive education’ curriculum in one initial teacher education program. The research focus is on the day-to-day practicalities of how teacher education program reform is attempted, rather than abstract theories about how it should take place. First, the article considers why an ‘inclusive education’ approach is problematic. Second, the case narrative approach is explained. Finally, examples from two years of program development are discussed.