Teacher Education for Inclusion. Literature Review: Sweden
2010 (English)Report (Other academic)
Underlying the process of inclusion is the assumption that the general classroom teacher
has certain knowledge and understanding about the needs of different learners, teaching
techniques and curriculum strategies. Florian and Rouse (2009) state: ‘The task of initial
teacher education is to prepare people to enter a profession which accepts individual and
collective responsibility for improving the learning and participation of all children’ (p. 596).
Savolainen (2009) notes that teachers play an essential role in quality education and
quotes McKinsey and Company who say: ‘the quality of an education system cannot
exceed the quality of its teachers’. (p. 16) Studies suggest (e.g. Sanders and Horn, 1998;
Bailleul et al., 2008) that the quality of the teacher contributes more to learner
achievement than any other factor, including class size, class composition, or background.
The need for ‘high quality’ teachers equipped to meet the needs of all learners becomes
evident to provide not only equal opportunities for all, but also education for an inclusive
society. Reynolds (2009) says that it is the knowledge, beliefs and values of the teacher
that are brought to bear in creating an effective learning environment for pupils, making
the teacher a critical influence in education for inclusion and the development of the
Place, publisher, year, edition, pages
European Agency for Development in Special Educational Needs , 2010.
IdentifiersURN: urn:nbn:se:hb:diva-4485Local ID: 2320/7480ISBN: 978-87-7110-029-7ISBN: 978-87-7110-028-0OAI: oai:DiVA.org:hb-4485DiVA: diva2:883867