University of Hertfordshire

From the same journal

By the same authors

View graph of relations
Original languageEnglish
Pages (from-to)75-87
JournalDeafness and Education International
Journal publication date2006
Volume8
Issue2
DOIs
Publication statusPublished - 2006

Abstract

Successful inclusion for deaf pupils relies to a considerable extent on their mainstream teachers. This paper explores how student teachers can be educated to fulfil this role. A project involving students on a range of pathways to qualified teacher status used a narrative approach to motivate participants to engage with ideas in the field of inclusion. It sought to show how perspectives of ability, special educational needs and deafness are constructed and to help students identify and, if necessary, change their own perspectives in these areas. Outcomes suggest that this approach can lead to student teachers becoming advocates for inclusion and can enable them to identify effective ways of working with individual pupils.

Notes

The original article can be found at: http://www3.interscience.wiley.com Copyright John Wiley & Sons DOI: 10.1002/dei.191 [Full text of this article is not available in the UHRA]

ID: 106161