Focusing on the competence of teachers that underpins inclusive education seeking equal access to education for special needs children, this title examines teacher competence cultivation based on examples in China and excellent international experience.

To give a clear picture of the context of inclusive education in China, the author first clarifies the relevant concepts and reviews the evolving policies and practices embodied in the “Learning in Regular Classrooms” (LRC) program. The study then constructs an analytical model of four key indicators that help evaluate the competence of teachers in inclusive education. Based on analysis of the influencing factors of teacher competence, the book elucidates how these factors work to determine teacher competence. Drawing on international experience, especially pre-service teacher cultivation in the US and in-service training in China, it introduces three major cultivation models and feasible suggestions and strategies to improve the competence of teachers in inclusion.

This book will benefit researchers, professionals, and policymakers interested in inclusive education, special education, and teacher education.

Focusing on the competence of teachers that underpins inclusive education seeking equal access to education for special needs children, this title examines teacher competence cultivation based on examples in China and excellent international experience.

To give a clear picture of the context of inclusive education in China, the author first clarifies the relevant concepts and reviews the evolving policies and practices embodied in the “Learning in Regular Classrooms” (LRC) program. The study then constructs an analytical model of four key indicators that help evaluate the competence of teachers in inclusive education. Based on analysis of the influencing factors of teacher competence, the book elucidates how these factors work to determine teacher competence. Drawing on international experience, especially pre-service teacher cultivation in the US and in-service training in China, it introduces three major cultivation models and feasible suggestions and strategies to improve the competence of teachers in inclusion.

This book will benefit researchers, professionals, and policymakers interested in inclusive education, special education, and teacher education.

Focusing on the competence of teachers that underpins inclusive education seeking equal access to education for special needs children, this title examines teacher competence cultivation based on examples in China and excellent international experience.

To give a clear picture of the context of inclusive education in China, the author first clarifies the relevant concepts and reviews the evolving policies and practices embodied in the “Learning in Regular Classrooms” (LRC) program. The study then constructs an analytical model of four key indicators that help evaluate the competence of teachers in inclusive education. Based on analysis of the influencing factors of teacher competence, the book elucidates how these factors work to determine teacher competence. Drawing on international experience, especially pre-service teacher cultivation in the US and in-service training in China, it introduces three major cultivation models and feasible suggestions and strategies to improve the competence of teachers in inclusion.

This book will benefit researchers, professionals, and policymakers interested in inclusive education, special education, and teacher education.