Special education teacher training in the context of inclusive settings Orit Gilor

Inclusion Educational model in which pupils, with special needs, study in regular schools

Model of training for inclusiveness: Infusion model Collaborative Training model Unification model

Professional Development School (PDS) new framework of practice

framework of collaboration: 1) Junior High schools Special education student General education students 2) Elementary schools Special education student General education students English program student

The first step: Coordinate expectations between pedagogical supervisors Coordinate expectations with staff in the schools

During the first year : Joint work between pedagogical supervisors from the various teacher training programs – –joint guidance before lessons –Coordination of joint observation sessions –joint feedback after the lessons. Establishing joint learning groups Joint assessment of the collaboration process

During the second year Co-teaching Joint studies of the pedagogic course

Learning group - general education teachers and special education students During the third year

Student’s benefits Other program Students special ed Students students form their own professional identities in a reality of inclusion developing inter-personal communication  become familiar with the concepts of regular education and its curriculum  learn how to work in cooperation with the staff who teaches in regular classes  learn about children with special needs  learn about teaching methods and inclusive models

Challenges of the collaboration:

Differences in goals, content and focus between the various teaching training programs. Differences in how partners perceived their roles. Communication problems. Lack of time. The small number of special education teachers. Budget costs.

Does the effort and investment in collaboration, really contribute to efficient teachers training in the era of inclusion?