Ausgabe 1/2018, 110. Jahrgang S. 75–86
Contemplating Teachers’ Disposition and Pedagogical Skills within Inclusive Classrooms: Responsibilities of, and Implications for, Teacher Education Programs and In-Service Professional Development
In this article I advocate using Disability Studies in Education as a discipline to inform work about inclusive education. Second, I discuss teacher (1) dispositions (beliefs and responsibilities) about human differences; (2) skills in pedagogical flexibility; and, (3) ability to collaborate with others, as the critical areas necessary for creating and maintaining inclusive classrooms. Third, I pose questions to serve as a springboard for further discussions about inclusive education regarding teacher educators’ responsibilities to preservice and in-service teachers.
inclusion, inclusive education, pedagogy, collaborative teaching, disability studies