Pre-service arts teachers’ perceptions of inclusive education practice in Western Australia
The creation and maintenance of inclusive learning environments is a key responsibility of all teachers working in Australian schools. Most Australian universities embed inclusion education training for pre-service teachers (PSTs) in coursework. There is an implicit assumption in these arrangements...
| Main Authors: | , , |
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| Format: | Journal Article |
| Published: |
International Journal of Special Education
2018
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| Online Access: | http://www.internationalsepd.com/issues.cfm http://hdl.handle.net/20.500.11937/66782 |
| _version_ | 1848761391158132736 |
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| author | Paris, L. Nonis, Karen Bailey, J. |
| author_facet | Paris, L. Nonis, Karen Bailey, J. |
| author_sort | Paris, L. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | The creation and maintenance of inclusive learning environments is a key responsibility of all teachers working in Australian schools. Most Australian universities embed inclusion education training for pre-service teachers (PSTs) in coursework. There is an implicit assumption in these arrangements that the study of inclusion and of special needs education completed at university will translate into practice when PSTs are working in schools. This phenomenological mixed methods research design investigated how effectively inclusion education translated into practice. The results revealed that while PSTs were aware and supportive of inclusion, no clear links were made between theory and practice. |
| first_indexed | 2025-11-14T10:30:55Z |
| format | Journal Article |
| id | curtin-20.500.11937-66782 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T10:30:55Z |
| publishDate | 2018 |
| publisher | International Journal of Special Education |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-667822018-05-18T07:56:00Z Pre-service arts teachers’ perceptions of inclusive education practice in Western Australia Paris, L. Nonis, Karen Bailey, J. The creation and maintenance of inclusive learning environments is a key responsibility of all teachers working in Australian schools. Most Australian universities embed inclusion education training for pre-service teachers (PSTs) in coursework. There is an implicit assumption in these arrangements that the study of inclusion and of special needs education completed at university will translate into practice when PSTs are working in schools. This phenomenological mixed methods research design investigated how effectively inclusion education translated into practice. The results revealed that while PSTs were aware and supportive of inclusion, no clear links were made between theory and practice. 2018 Journal Article http://hdl.handle.net/20.500.11937/66782 http://www.internationalsepd.com/issues.cfm International Journal of Special Education restricted |
| spellingShingle | Paris, L. Nonis, Karen Bailey, J. Pre-service arts teachers’ perceptions of inclusive education practice in Western Australia |
| title | Pre-service arts teachers’ perceptions of inclusive education practice in Western Australia |
| title_full | Pre-service arts teachers’ perceptions of inclusive education practice in Western Australia |
| title_fullStr | Pre-service arts teachers’ perceptions of inclusive education practice in Western Australia |
| title_full_unstemmed | Pre-service arts teachers’ perceptions of inclusive education practice in Western Australia |
| title_short | Pre-service arts teachers’ perceptions of inclusive education practice in Western Australia |
| title_sort | pre-service arts teachers’ perceptions of inclusive education practice in western australia |
| url | http://www.internationalsepd.com/issues.cfm http://hdl.handle.net/20.500.11937/66782 |