The transformative nature of the special school placement: reporting ‘insistent’ data from emerging teachers and exploring an agenda for future research

• DOI: 10.1111/j.1467-9604.2010.01461.x
• Publication Date: 2010-11-04T00:18:46Z
• Authors: ALISON FEENEY; ANNE GAGER; GRAHAM HALLETT
• Keywords: Transformative Learning; Mainstream

Emerging teachers undergoing initial teacher education programmes and given the opportunity to engage in a teaching placement special provisions settings consistently report that they find experience transformative . Over eight years, informal often unprompted data emerged which ‘insisted’ upon reporting suggested school was differed some significant features from other placements. There are themes of emerging teachers’ confidence their ability include, awareness changes attitudes towards inclusion, creative methods (including altered approaches differentiation) child‐centred contrasted with what perceived be more restrictive mainstream curriculum. Alterations could argued include at level identity , attitude acquisition skills Arguments presented for inclusion such as required element within education.