Bentley-Williams, R., Grima-Farrell, C., Long, J. & Laws, C. (2017). Collaborative partnerships: Developing pre-service teachers as inclusive practitioners to support students with disability. International Journal of Disability Development and Education,64(3), R. Gillies. 270-282. Retrieved from https://doi.org/10.1080/1034912X.2016.1199851
Since the introduction of anti-discrimination legislation including Australian Disability Discrimination Act, 1992 and the Disability Standards of Education, 2005, there is an increasing demand on all schools to cater effectively for more students with disabilities within an inclusive school community context. This investigation explored a proactive partnership model designed to equip pre-service teachers with deeper role understandings in teaching students with disabilities. This collaborative model involved sustained professional experiences in schools on four mornings each week over 38 weeks, offered in conjunction with their final-year teacher education studies in Diversity and Inclusive Education. A unique emphasis of this qualitative study was a focus on identifying conducive real-life experiences and ideal teacher qualities for undertaking challenging inclusive practitioner roles. Findings highlighted the perspectives of school leaders, special education mentors and pre-service teachers in improving inclusive learning outcomes for all students while developing an effective collaborative partnership model for teacher education.
School of Education
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