Core Values as the Basis for Teacher Education for Inclusion
Keywords:
Initial teacher education, inclusive education, core values, areas of teacher competenceAbstract
Teacher education issues are high on the policy agenda across Europe. The United Nations Convention on the Rights of People with Disabilities (2006) is gaining momentum and providing a lever for change. Article 24 covers many aspects of education and the UN Handbook for Parliamentarians on the Convention argues that inclusive education not only provides the best educational environment for learners with disabilities, but also helps break down barriers and challenge stereotypes.
This paper outlines the current policy agenda for Teacher Education for Inclusion in Europe and considers the core values necessary for teachers to work effectively in inclusive education.
The paper draws upon the European Agency for Development in Special Needs Education project on Teacher Education for Inclusion (TE4I - http://www.european-agency.org/agency-projects/Teacher-Education-for-Inclusion) and on evidence gathered from discussions with over 450 European stakeholders in education ΓÇô policy makers, school leaders, teachers, support staff, parents and learners.
These stakeholders, over a series of 14 country study visits, highlighted the importance of the core values as the foundation for all teachers working in inclusive education.
Within the Agency project a framework of core values was developed. These core values for inclusive education were linked with essential areas of teacher competence.
The process of verification used to validate a final framework of core values and areas of competence at the European level is described in this paper.
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