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Representing the Institution: Reflections on Barriers to Inclusive Teacher Education

Written Material

This academic article discusses barriers to the development of inclusive teacher practices in England and how they might be reduced. Inclusion refers to the minimisation of racial, sexual and socio-economic discrimination, with little specific mention of disability. It is argued that England's national education policies overtly support inclusion but covertly oppose it because of a strong emphasis on standards, accountability, and selection of pupils based on interschool competitiveness. Academics in the institution surveyed do not express a united view on inclusion. The article reports barriers to inclusion encountered by academics, notes their differing perceptions of progress, and concludes with suggestions for minimizing barriers to inclusive development.

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Tony Booth
National Council on Intellectual disability newsletter, vol. 16, issue 4, 2003, pp7-22
Publication Date
25 May 2005
Education, Inclusion

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