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Practicum Experiences in Special Schools : A Case Study
Wong, Monica May Dze Monteleone, Chrissoula Tanti, Miriam Helen Maks Lorusso, Kelly-Mariee
Wong, Monica May Dze
Monteleone, Chrissoula
Tanti, Miriam Helen Maks
Lorusso, Kelly-Mariee
Abstract
Initial teacher education programs in New South Wales have included a dedicated special education unit to build the capacity of pre-service teachers to meet the diverse needs of complex learners. Pre-service teachers who have completed these types of units develop a good theoretical understanding of inclusive education, and their professional development can be enhanced through professional experience and practicums in inclusive and special-education settings (e.g., Lancaster and Bain in Int J Disability, Dev Educ 54:245–256, 2007); Tindall et al. in Eur Phys Educ Rev 21:206–221, 2015; Walton and Rusznyak in Teach Teach Educ 36:112–120, 2013). This chapter outlines a pilot project to place pre-service teachers in a School for Specific Purposes. The case study of one pre-service teacher during her 20-day placement and the development of insights about inclusive and special education are discussed.
Keywords
Teacher education, Inclusive education, Special education, Professional experience, Differentiation, Behaviour management
Date
2023
Type
Book chapter
Journal
Book
Work-Integrated Learning Case Studies in Teacher Education - Epistemic Reflexivity
Volume
Issue
Page Range
249-260
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
Collections
Relation URI
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled
Notes
© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature
Singapore Pte Ltd. 2023, corrected publication 2023.