Core Values as the Basis for Teacher Education for Inclusion

dc.creator	Verity Donnelly
dc.creator	Amanda Watkins
dc.date	2013-10-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:13:16Z
dc.date.available	2015-07-20T22:13:16Z
dc.identifier	2325-663X
dc.identifier	https://doaj.org/article/d6e6da1f7ea5423a9557936b9e513486
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/15888
dc.description	Teacher education issues are high on the policy agenda across Europe. The United Nations Convention on the Rights of Persons with Disabilities (United Nations, 2006) is gaining momentum and providing a lever for change. Article 24 covers many aspects of education and the UN Handbook for Parliamentarians on the (United Nations, 2007) argues that inclusive education not only provides the best educational environment for learners with disabilities, but also helps break down barriers and challenge stereotypes.This paper outlines the current policy agenda for teacher education for inclusion in Europe and considers the core values necessary for teachers to work effectively in inclusive education. The paper draws upon the work of the European Agency for Development in Special Needs Education (The Agency) project on Teacher Education for Inclusion (TE4I –more information is availablefrom http://www.european-agency.org/agency-projects/Teacher-Education-for-Inclusion) and onevidence gathered from discussions with over 450 European stakeholders in education – policy makers, school leaders, teachers, support staff, parents and learners. These stakeholders, over a series of 14 country study visits, highlighted the importance of the core values as the foundation for all teachers working in inclusive education.Within the Agency project a framework of core values was developed. These core values for inclusive education were linked with essential areas of teacher competence. The process of verification used to validate a final framework of core values and areas of competence at the European level is described in this paper.
dc.language	English
dc.publisher	Mercy College
dc.relation	http://ger.mercy.edu/index.php/ger/article/view/9/22
dc.relation	https://doaj.org/toc/2325-663X
dc.rights	CC BY-SA
dc.source	Global Education Review, Vol 1, Iss 1, Pp 76-92 (2013)
dc.subject	Initial teacher education
dc.subject	inclusive education
dc.subject	core values
dc.subject	areas of teacher competence
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Core Values as the Basis for Teacher Education for Inclusion
dc.type	article