Teacher Education for Children with Disabilities Literature Review

Application of the paradigm shift to the education of children with disabilities . ...... The Department for International Development (2000) in the UK has suggested ...
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Teacher Education for Children with Disabilities Literature Review For UNICEF REAP Project

Richard Rieser, World of Inclusion Assisted by Sue Stubbs, Juliette Myers, Ingrid Lewis, Kalpana Kumar of EENET

Edited Version February 2013

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Contents Abbreviations .............................................................................................................................................. 4 1. Introduction ............................................................................................................................................. 5 1.1. Methodology .................................................................................................................................................5 1.2. Research topics ..............................................................................................................................................6 2. Orientation for the review ........................................................................................................................ 7 2.1. The UNCRPD ..................................................................................................................................................7 2.2. Impact of the paradigm shift at the heart of the UNCRPD............................................................................9 2.3. Application of the paradigm shift to the education of children with disabilities ........................................11 2.5. Do numbers matter? ...................................................................................................................................20 3. Literature review findings....................................................................................................................... 23 3.1. Concepts of inclusion and education of children with disabilities ..............................................................23 3.2. The stakeholder context ..............................................................................................................................35 3.3. Models of delivery and structure of teacher education..............................................................................40 3.4.Culture, values, belief, ethos ........................................................................................................................53 3.5. Teacher educators .......................................................................................................................................59 3.6. Teacher trainees ..........................................................................................................................................62 3.7. Curriculum ...................................................................................................................................................64 3.8. Pedagogy .....................................................................................................................................................66 3.9.Twin-track approach.....................................................................................................................................73 3.10. Practice ......................................................................................................................................................76 3.11. Assessment ................................................................................................................................................78 3.12. Leadership .................................................................................................................................................81 3.13. Change management.................................................................................................................................85 3.14. Poverty dimensions ...................................................................................................................................90 3.15. Involvement of DPOs, parents and com