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Policy Shifts in Teacher Education: Embracing Inclusion and Change

Explore the evolving landscape of teacher education, focusing on inclusion, access, cultural considerations, and structural shifts. Delve into policy changes, institutional practices, and the impact on student support services. Reflect on historical frameworks, emerging challenges, and the need for ongoing dialogue.

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Policy Shifts in Teacher Education: Embracing Inclusion and Change

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  1. Dr. Anne Lodge The Church of Ireland College of Education Policy changes in teacher education: implications for inclusion

  2. Increased access to higher education • Significant developments in initial teacher education programmes • Colleges of Education drafting policy on access to teacher education programmes • Colleges of Education to enter DARE from 2013 • Agreement by the DES and Colleges of Education to change practice with regard to the 1965 Rules for National Schools healthregulations Current context and development

  3. External regulations and requirements • Historical: 1965 Rules for National Schools • Irish language requirements • New: proposed Teaching Council entry requirements from 2016 • Programme content and assessment • Programme Learning Outcomes, diversification of types of assessment • Practical component • HEI supports and resources • Student Support Services – additional resource needs Structural considerations

  4. Traditional culture of Colleges of Education • Culture of care (Furlong & O’Brien 2011) • Care, control and equality of recognition • Predominance of negative models of disability • Ball (1997) ‘good school / bad school’ paradox • College collusion in gate-keeping by professional bodies (Stanley et al 2011) • Assessment of performativity • Narrow physical, intellectual, emotional and sexual parameters (O’Donoghue 2005) Cultural considerations

  5. Changing the institutional practice of care • ‘Care for’ replaced by empowerment • Ongoing reflection on practice core to change • Teacher educator ‘lay theories’ regarding disability can contribute to disabling environment • Dismissal of ‘reasonable accommodation’ by academic staff (Vickerman & Blundell 2010) • Impact of required assessment and disclosure • Medicalisation of students (Mladenov 2011) • Obligation to disclose and privacy concerns Changing cultures

  6. Discussion regarding the balancing of rights of children and entrants to teaching required • What assumptions underpin that discussion? • CPD for teacher educators • Providing opportunities for reflection, for interrogation of perceptions / biases and practices • Provision of information and models of good practice • Consultation with students with disabilities • Access to appropriate resources and supports Key issues

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