What should teachers know about inclusion and special educational needs?
Is there a particular body of concepts and/or facts that teachers should know about in order to be effective inclusive teachers?
Is it general attitude and the confidence to deal with individual needs that is important rather than any definable set of knowledge?
At what stages of their career does knowledge fit in and how can we best support teachers in their development from beginning teachers to effective practitioners?
What implications does recent work on evidence informed practice have for you can and should think about knowledge in special educational and inclusive practice?
Drawing on recent and current research projects by experts in this area, this seminar will explore issues of particularism and generalism around knowledge and pedagogy in teacher education for inclusion. Given the recommendations of the Munday Report, following on from the Carter Review of Teacher Education, this topical seminar will be of interest to researchers and academics in fhis field as well as teachers, middle and senior leaders in schools and those involved in developing policy.
Confirmed speakers are:
Professor Brahm Norwich, Professor of Educational Psychology and Special Educational Needs, University of Exeter
Peter Hick, Principal Lecturer in Inclusive Education and Director of the Centre for Inclusive Education and Disability Studies, Manchester Metropolitan University
Dr Isobelle Mullaney, Senior Lecturer, National College of Art and Design, Dublin
This event is part of a research seminar series in the Department of Learning and Leadership, UCL Institute of Education, organised by Dr Chris Brown