AN EDUCATIONAL MODEL FOR PRE SERVICE TEACHERS TO TRAIN IN INCLUSION

Abstract

The contemporary movement of inclusion in education has brought about a change in classroom interactions. Providing quality education for all in an inclusive setting is a challenge, however it is also the need of the hour. In order to face this challenge it is essential that teachers are educated for inclusion at the pre service levels. We need to educate the pre service teachers from the theoretical, practical and attitudinal perspective. The present paper reviews models of teacher education in general along with those for educating pre service teachers for Inclusion. A mixed methods study was conducted by the authors, which supported the suggestion given in the reviews that state the need for an educational programme for pre service teachers for inclusion. The authors have endeavored to suggest a framework for a model for pre service teacher education for inclusion based on the feedback given by the pre service teachers. This model has been named as the CAP-ACR Model for Inclusion. The model includes activities, which helps develop the three domains given by Dr. Benjamin Bloom i.e. the Cognitive (C), the Affective (A) and the Psychomotor Domain (P). Further the model is designed based on the principles of teacher education models namely the Applied Science (A) Model, the Reflective (R) Model and the Craft (C) Model, hence the name CAP-ARC Model for Inclusion.