Managing Current Developments in SEN and Inclusion: Developing Confidence in New Teachers

Autor/in	Richards, Gill
Titel	Managing Current Developments in SEN and Inclusion: Developing Confidence in New Teachers
Quelle	In: Management in Education, 24 (2010) 3, S.107-110 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-0206
DOI	10.1177/0892020608090408
Schlagwörter	Student Teachers; Inclusive Schools; Disabilities; Special Education; Beginning Teachers; Compulsory Education; Professional Development; Student Placement; Beginning Teacher Induction; Teacher Effectiveness; Mainstreaming; Teacher Education; Teacher Education Programs; Higher Education; Administrators + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Inclusive school; Integrative Schule; Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Junior teacher; Junglehrer; Schulpflicht; Schülerpraktikum; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerausbildung; Lehrerbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Developments in special and inclusive education have lead to increasing challenges for teachers. Initial Teacher Education has struggled to keep pace with these developments and equip all newly qualified teachers with the skills required to meet the needs of children with SEN. This paper reflects upon recent national initiatives designed to increase student teachers' skills and confidence through a specialised placement and the Training and Development Agency's "SEN and/or Disabilities Training Toolkit". It considers the implications for managers of ITE programmes as they deliver these initiatives within a curriculum of competing priorities. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10