In this study, the practices and views of lecturers who teach inclusive education to trainee primary school teachers are examined in relation to their own inclusive teaching practices. This examination draws on interview data gleaned from nine university lecturers. These data provide important information about inclusive education practices in higher education institutions generally and, in particular, education faculties. The results of the data analysis indicate that even though all the lecturers self identify as inclusive educators, and adopt various inclusive teaching and assessment practices, barriers exist that impede inclusive practice in tertiary settings. Recommendations for future research and training conclude the paper.
|Number of pages||11|
|Journal||International Journal of Teaching and Learning in Higher Education|
|Publication status||Published - 2010|