ABSTRACT

In inclusive education, Disability Studies is a framework that has been useful for identifying gaps in theory, in practice and the spaces in between. Disability Studies in Education also provides new spaces in which to manoeuvre, re-framing theory, reflecting on and (potentially) shifting practice in classrooms, schools, and national policies and guidelines. In this paper three teacher educators and a school principal describe their work in undergraduate and graduate teacher education, both initial teacher education and in-service professional development. We describe the genesis of our theorising in an ongoing project developing and disseminating a sociocultural approach to assessment, Narrative Assessment. We continue to learn about curriculum, pedagogy and assessment in this project. These learnings inform our theory and practice of teacher education for inclusive education.

摘要

在全纳教育中，残疾研究是一个框架，有助于识别理论、实践中的差距以及两者之间的差距。教育中的残疾研究还提供了新的空间，可以在其中进行操作、重新构建理论、反思和（可能）改变课堂、学校以及国家政策和指导方针中的实践。在本文中，三位教师教育工作者和一位学校校长描述了他们在本科和研究生教师教育方面的工作，包括初级教师教育和在职专业发展。我们在一个正在进行的项目中描述了我们理论的起源，该项目开发和传播社会文化评估方法，即叙事评估。我们在这个项目中继续学习课程、教学法和评估。这些知识为我们全纳教育的教师教育理论和实践提供了信息。