Send us your feedback

Thank you for your feedback. An email has been sent to the ESRC support team.

An error occured whilst sending your feedback. Please review the problems below.

The research catalogue is an archive of ESRC-funded grants and outputs. Links, files and other content will no longer be maintained or updated after April 2014.

Understanding and Developing Inclusive Practices in Schools

Grant reference: L139251001

« View grant details

Book chapter details

TLRP: Views from the institution: overcoming barriers to inclusive teacher education?
In this chapter, the author discusses some of the barriers to the development of inclusive teacher education in England and how they might be reduced. He considers the way inclusion is supported and opposed within national policies. He argues that the national approach to the development of public institutions, including schools, colleges and universities, with its strong emphasis on standards and accountability has particular implications for teacher education institutions. The author then analyses what inclusion means for colleagues, the barriers to inclusion that the encounter and the progress towards inclusion that they perceive. He offers some suggestions for how barriers to inclusive development may be countered. His analysis of the implications of inclusion for teacher education is grounded with extracts from interviews and a discussion with colleagues about its themes.
Original Document

Primary contributor

Author T Booth

Additional details