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Policy changes in teacher education: implications for inclusion

Dr. Anne Lodge The Church of Ireland College of Education. Policy changes in teacher education: implications for inclusion. Increased access to higher education Significant developments in initial teacher education programmes

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Policy changes in teacher education: implications for inclusion

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  1. Dr. Anne Lodge The Church of Ireland College of Education Policy changes in teacher education: implications for inclusion

  2. Increased access to higher education • Significant developments in initial teacher education programmes • Colleges of Education drafting policy on access to teacher education programmes • Colleges of Education to enter DARE from 2013 • Agreement by the DES and Colleges of Education to change practice with regard to the 1965 Rules for National Schools healthregulations Current context and development

  3. External regulations and requirements • Historical: 1965 Rules for National Schools • Irish language requirements • New: proposed Teaching Council entry requirements from 2016 • Programme content and assessment • Programme Learning Outcomes, diversification of types of assessment • Practical component • HEI supports and resources • Student Support Services – additional resource needs Structural considerations

  4. Traditional culture of Colleges of Education • Culture of care (Furlong & O’Brien 2011) • Care, control and equality of recognition • Predominance of negative models of disability • Ball (1997) ‘good school / bad school’ paradox • College collusion in gate-keeping by professional bodies (Stanley et al 2011) • Assessment of performativity • Narrow physical, intellectual, emotional and sexual parameters (O’Donoghue 2005) Cultural considerations

  5. Changing the institutional practice of care • ‘Care for’ replaced by empowerment • Ongoing reflection on practice core to change • Teacher educator ‘lay theories’ regarding disability can contribute to disabling environment • Dismissal of ‘reasonable accommodation’ by academic staff (Vickerman & Blundell 2010) • Impact of required assessment and disclosure • Medicalisation of students (Mladenov 2011) • Obligation to disclose and privacy concerns Changing cultures

  6. Discussion regarding the balancing of rights of children and entrants to teaching required • What assumptions underpin that discussion? • CPD for teacher educators • Providing opportunities for reflection, for interrogation of perceptions / biases and practices • Provision of information and models of good practice • Consultation with students with disabilities • Access to appropriate resources and supports Key issues

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