The Importance of Educating Student Teachers in Inclusive Education: A Disability Perspective

Autor/inn/en	Neilson, Wendy; Brink, Ashlie
Titel	The Importance of Educating Student Teachers in Inclusive Education: A Disability Perspective
Quelle	In: Kairaranga, 9 (2008) 2, S.16-21 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-9232
Schlagwörter	Student Teachers; Role Models; Inclusion; Mainstreaming; Disabilities; Physical Disabilities; Foreign Countries; Social Values; Females; College Faculty; Social Attitudes; Preservice Teacher Education; Profiles; Civil Rights; Equal Education; Leadership; Barriers; Public Policy; Federal Legislation; New Zealand + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Identifikationsfigur; Inklusion; Handicap; Behinderung; Physical handicap; Körperbehinderung; Ausland; Sozialer Wert; Weibliches Geschlecht; Fakultät; Social attidude; Soziale Einstellung; Lehramtsstudiengang; Lehrerausbildung; Charakterisierung; Profilanalyse; Bürgerrechte; Grundrechte; Zivilrecht; Führung; Führungsposition; Öffentliche Ordnung; Bundesrecht; Neuseeland
Abstract	In schools today inclusion involves a challenge to attitudes and expectations within educational communities. "The New Zealand Disability Strategy" (Minister for Disability Issues, 2001), is a guide for government action to promote a more inclusive society. Out of its 15 Objectives, Objective 1 encourages and educates the community and society to understand, respect and support disabled people. Objective 3 looks at providing the best education for disabled people. Objective 5 fosters leadership by disabled people. The summary states that New Zealand will be fully inclusive when it's "a society that highly values our lives and continually enhances our full participation". Educators must be committed to "The New Zealand Disability Strategy" because its main focus is about a fully inclusive community. Often, through role models, strong messages challenge negative assumptions and prove that there are alternative ways of looking at the world. Generally those who are the most critical to implementing inclusion, such as teachers, are introduced to the notion by individuals for whom it is a theoretical, rather than a lived concept. This article involves a sharing of experiences of two women who are involved in teaching inclusion at tertiary level, who live with physical disabilities and who have proved this to be a powerful combination in changing attitudes. (As Provided).
Anmerkungen	New Zealand Ministry of Education. Available from: Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email: kairaranga@massey.ac.nz; Web site: http://www.massey.ac.nz/massey/learning/departments/school-curriculum-pedagogy/kairaranga/kairaranga_home.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10