The concept of inclusion has been widely accepted and integrated as a core objective for schools and teacher education programs around the world (UNESCO, 2009; EASNIE, 2018). But, despite 25 years of debates on inclusion, there are still different conceptualisations of what inclusion means (Ainscow et al. 2006) and different understandings of its objectives by schools, by researchers, and in policy (Allan, 2010; Waitoller and Artiles, 2013). As a result, there is a lack of consensus on the best ways to achieve it (Smyth et al., 2014; Sosu et al., 2010).
|Number of pages||19|
|Journal||International Journal of Inclusive Education|
|Publication status||Accepted/In press - 29 Apr 2019|
- initial teacher education
- fundamental British values
- education policy
- inclusive practice
Essex, J., Alexiadou, N., & Zwozdiak-Myers, P. (Accepted/In press). Understanding inclusion in teacher education: a view from student teachers in England. International Journal of Inclusive Education.