TEACHER EDUCATION FOR INCLUSION: FIVE COUNTRIES ACROSS THREE CONTINENTS
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UNESCO
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This paper was commissioned by the Global Education Monitoring Report as background information to assist in drafting the 2020 GEM Report, Inclusion and education. It has not been edited by the team. The views and opinions expressed in this paper are those of the author(s) and should not be attributed to the Global Education Monitoring Report or to UNESCO. The papers can be cited with the following reference: “Paper commissioned for the 2020 Global Education Monitoring Report, Inclusion and education
The UNCRPD urges UN member states to ensure provision for teachers’ pre- and in-service education to facilitate the transition to an inclusive education system. Teachers also need ongoing support for implementing pedagogies for inclusive education, including diversification of methods, redefinition of teacher-student relationships and co-development of curriculum (UNESCO, 2013). Most governments have paid attention to the importance of teacher education in their quality improvement efforts and many have integrated courses on inclusive education or special needs education in the regular teacher education curriculum or developed collaborative practices for special needs education and regular teacher education. In this paper, we have analysed teacher education for inclusion in five countries: Argentina, Ethiopia, Ghana, Laos and Zanzibar. The countries were selected on the basis of our existing collaborations and specific issues that we have identified as important to share with the GEMR 2020 readers for their inspiration
UNESCO
The UNCRPD urges UN member states to ensure provision for teachers’ pre- and in-service education to facilitate the transition to an inclusive education system. Teachers also need ongoing support for implementing pedagogies for inclusive education, including diversification of methods, redefinition of teacher-student relationships and co-development of curriculum (UNESCO, 2013). Most governments have paid attention to the importance of teacher education in their quality improvement efforts and many have integrated courses on inclusive education or special needs education in the regular teacher education curriculum or developed collaborative practices for special needs education and regular teacher education. In this paper, we have analysed teacher education for inclusion in five countries: Argentina, Ethiopia, Ghana, Laos and Zanzibar. The countries were selected on the basis of our existing collaborations and specific issues that we have identified as important to share with the GEMR 2020 readers for their inspiration
UNESCO
Keywords
Inclusion and education