Preparing Teachers for Inclusive Education in China [Kietas viršelis]

"Focusing on the teachers' competence that underpins inclusive education seeking equal access to education for special needs children, this title examines the teacher competence cultivation based on China's cases and excellent international experience. To give a clear picture of the context of inclusive education in China, the author first clarifies the relevant concepts and reviews the evolving policies and practices embodied in the "Learning in Regular Classrooms (LRC)" program. The study then constructs an analytical model of four key indicators that help evaluate teachers' competence for inclusive education. Based on the analysis of the influencing factors of teacher competence, the book elucidates how these factors work to determine teacher competence. Drawing on international experience, especially the US's pre-service teacher cultivation example and China's case of in-service training, it introduces three major cultivation models and feasible suggestions and strategies to improve teachers' competence for inclusion. This book will benefit researchers, professionals, and policymakers interested in inclusive education, special education, and teacher education"--

Focusing on the teachers’ competence that underpins inclusive education seeking equal access to education for special needs children, this title examines the teacher competence cultivation based on China’s cases and excellent international experience.

Focusing on the teachers’ competence that underpins inclusive education seeking equal access to education for special needs children, this title examines the teacher competence cultivation based on China’s cases and excellent international experience.

To give a clear picture of the context of inclusive education in China, the author first clarifies the relevant concepts and reviews the evolving policies and practices embodied in the “Learning in Regular Classrooms (LRC)” program. The study then constructs an analytical model of four key indicators that help evaluate teachers’ competence for inclusive education. Based on the analysis of the influencing factors of teacher competence, the book elucidates how these factors work to determine teacher competence. Drawing on international experience, especially the US’s pre-service teacher cultivation example and China’s case of in-service training, it introduces three major cultivation models and feasible suggestions and strategies to improve teachers’ competence for inclusion.

This book will benefit researchers, professionals, and policymakers interested in inclusive education, special education, and teacher education.