Drawing on research carried out in partnership with schoolteachers, school leaders and student teachers, this book presents cutting-edge research on teacher education and how it can be used to achieve inclusive mainstream classrooms.
Theoretically robust and guided by the author-s nearly 40 years- experience as an educationalist, this research-informed book offers an account of the practices and principles that underpin effective teacher education for special educational needs and disability (SEND). Chapters propose transformative approaches towards effective teacher education whilst also exploring the dangers of de-intellectualisation to the promotion of inclusive practices; in doing so, the book reasserts the indispensability of intellectual labour to the development of the inclusive teacher. Ultimately, the book argues that teacher education curricula must include critical-theoretical work and reflexive projects, offering intellectually rich and critical approaches whi
