Date of Award

1-1-2008

Document Type

Thesis

Publisher

Edith Cowan University

Degree Name

Doctor of Philosophy

School

School of Education

Faculty

Faculty of Education and Arts

First Supervisor

Associate Professor Glenda Campbell-Evans

Second Supervisor

Associate Professor Jan Gray

Abstract

The context of this study is the inclusion of students with dillabilities in secondary schools. The introduction of legislation in the United States and Australia has resulted in large numbers of students with disabilities being included in regular classes by subject teachers. Inclusion in secondary schools has proved especially challenging to teachers. Reviews and research highlight the need for teacher training. but do not specify the knowledge and skills that teachers need to become inclusive. It has been proposed that professional teaching standards have the potential to guide preservice and inservice training. Before standards could be assessed for their inclusivity, however, it was necessary to identify the knowledge, skills and attributes of inclusive secondary school teachers and how they could be acquired.

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