TY  - CHAP
AB  - Abstract A shift from a medical model to a social model of including learners with disabilities has occurred over the past 25 years (Stella, Forlin, & Lan, 2007). This shift has impacted both preservice teacher preparation and in-service teacher professional development. This chapter utilizes a conceptual framework built on the work of Forlin and colleagues (Forlin, Loreman, Sharma, & Earle, 2009; Sharma, Forlin, Loreman, & Earle, 2006; Stella et al., 2007) to guide teacher preparation and professional development. This conceptual framework provides a model for (1) addressing attitudes and perceptions; (2) increasing knowledge of disability policies, laws, and evidence-based practices for providing instruction in inclusive settings; (3) and increasing experiences with individuals with disabilities, including experiences within inclusive settings. In addition, the framework incorporates aspects of the context within which inclusion is to occur. Implications include recommendations for teacher training and professional development to improve inclusive education for learners with LID.
VL  - 5
SN  - 978-1-78441-250-0, 978-1-78441-251-7/1479-3636
DO  - 10.1108/S1479-363620140000005002
UR  - https://doi.org/10.1108/S1479-363620140000005002
AU  - McCollow Meaghan M.
AU  - Shurr Jordan
AU  - Jasper Andrea D.
PY  - 2015
Y1  - 2015/01/01
TI  - Best Practices in Teacher Training and Professional Development for Including Learners with Low-Incidence Disabilities
T2  - Including Learners with Low-Incidence Disabilities
T3  - International Perspectives on Inclusive Education
PB  - Emerald Group Publishing Limited
SP  - 37
EP  - 62
Y2  - 2024/04/25
ER  -