Inclusive education in higher education: Good practices for pre-service teacher training
Elisabetta Ghedin, Simone Visentin
Today the complexity of the teacher’s role in governing educational systems oriented towards inclusion is increasingly evident. The process, developed during the Course on Inclusive Education, Degree in Primary Education Sciences, University of Padua, could be considered a good process (Trinchero, 2017) which focuses on the relevant qualities that an inclusion professional should possess (to be pursued through frontal teaching) and how it is necessary to put these into the daily practice of teachers (to be put into practice through laboratory teaching). The theoretical background, comprising the Index for inclusion (Booth and Ainscow, 2014) and the Activity System (Engestrom, 1987), guided the construction of the educational programme, the activities carried out (Inclusario, Manifesto for inclusion, Inclusive Education, seminar day), and the promoted narratives (big question and student’s personal portfolio).
Keywords
Teacher training, inclusive education, System Activity, higher education
