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Future Directions for Inclusive Teacher Education
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Table of Contents

List of tables

List of figures

List of contributors

Editorial Board

Foreword

Preface

Part I

Global perspectives on teacher education for inclusion

  1. Responding to the need for inclusive teacher education: Rhetoric or reality?
  2. CHRIS FORLIN

  3. Including children with disabilities in regular classes: Current climate and future direction in Malaysia
  4. HANIZ IBRAHIM

  5. A training model for enhancing the learning capacity of students with special needs in inclusive classrooms in Thailand
  6. PENNEE KANTAVONG

  7. Development of learning in regular class and measure of teacher education in China
  8. JIA-CHENG XU

  9. A Mosaic of models: Teacher education for inclusion in Israel
  10. GILADA AVISSAR

  11. The directions of Finnish teacher education in the era of revised Act on Basic Education
  12. OLLI-PEKKA MALINEN AND HANNU SAVOLAINEN

  13. Preparing teachers to meet the challenges of inclusive education in Negara Brunei Darussalam
  14. KATHLEEN TAIT AND LAWRENCE MUNDIA

  15. Emerging issues in teacher education for inclusion in the United States
  16. MICHAEL M. GERBER

    Part II

    Diversity and its challenges

  17. Diversity and its challenges for teachers
  18. CHRIS FORLIN

  19. Inclusion for innovation: The potential for diversity in teacher education
  20. GWANG-JO KIM AND JOHAN LINDEBERG

  21. Seven essential components for teacher preparation programs for inclusion
  22. HUMBERTO RODRIGUEZ

  23. Gifted, talented or educationally disadvantaged? The case for including 'giftedness' in teacher education programs
  24. WILMA VIALLE AND KAREN B. ROGERS

  25. New dimensions of teacher education on the inclusivity of school guidance for regular schools
  26. MING-TAK HUE

  27. Gender and achievement in the UK and Hong Kong
  28. BECKY FRANCIS, YUK-YEE LUK-FONG AND CHRISTINE SKELTON

  29. Conceptualizing social inclusion within teacher education
  30. CATHY LITTLE AND DAVID EVANS

  31. Professional development for teachers of students with autism spectrum disorders in Hong Kong
  32. FUK-CHUEN HO

  33. The role of educators in facilitating resiliency that assists normalization for young people with disabilities
  34. NUR AISHAH HANUN, WAYNE HAMMOND AND KAMARULZAMAN KAMARUDDIN

    PART III

    Future directions: What is needed now?

  35. Future directions: What is needed now for effective inclusive teacher education?
  36. CHRIS FORLIN

  37. Interregional discussions around inclusive curriculum and teachers in light of the 48th International Conference on Education
  38. RENATO OPERTTI, JAYNE BRADY and LEANA DUNCOMBE

  39. Teacher education for inclusion in Europe: Challenges and opportunities
  40. AMANDA WATKINS AND VERITY DONNELLY

  41. The construction of an Institute-School-Community partnership of teacher education for inclusive education
  42. KUEN-FUNG SIN AND SIN-YEE LAW

  43. Teacher education for inclusion: A research agenda for the future

LANI FLORIAN

Index

About the Author

Chris Forlin is Professor of Special and Inclusive Education, Hong Kong Institute of Education.

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