Is Initial Teacher Education (ITE) Based on the Capabilities Approach Likely to Foster Inclusion for Autistic Learners in the Further Education Sector?

Autor/in	Fernandes, Lisa
Titel	Is Initial Teacher Education (ITE) Based on the Capabilities Approach Likely to Foster Inclusion for Autistic Learners in the Further Education Sector?
Quelle	In: Teacher Education Advancement Network Journal, 11 (2019) 1, S.46-56 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2054-5266
Schlagwörter	Preservice Teacher Education; Autism; Pervasive Developmental Disorders; Postsecondary Education; Inclusion; Students with Disabilities; Social Bias; Teacher Education Programs; Equal Education; Student Characteristics; Social Isolation + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Autismus; Post-secondary education; Tertiäre Bildung; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Soziale Isolation
Abstract	This discussion will argue that Initial Teacher Education (ITE) for students planning to teach in Further Education (FE), which includes schools, colleges and training providers for learners aged 14+, should be revised to encourage ITE students to view their own approach to inclusion through the framework of American philosopher Nussbaum's Capability Approach (CA). Autistic people are more likely than their peers with more profound physical and cognitive disabilities to go to mainstream school. These learners are often misunderstood and excluded from school due to a lack of understanding amongst professional teaching staff and as a result are at an increased risk of exclusion from school. Exclusion from education leads to exclusion from society, impacting life chances, dignity, self-esteem and mental health. Grounded in human dignity, the CA will provide a framework for exploring inclusion of autistic learners within initial teacher education (ITE) and will be a preferable future for moving towards a more inclusive society. (As Provided).
Anmerkungen	University of Cumbria. LED Research Centre, Fusehill Street, Carlisle, Cumbria, England CA1 2HH. Tel: +44-1228-616338; Web site: http://ojs.cumbria.ac.uk/index.php/TEAN
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01