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Preparing for Inclusive Teaching: Meeting the Challenges of Teacher Education Reform


reviewed by Sharon Shelton-Colangelo 2006

coverTitle: Preparing for Inclusive Teaching: Meeting the Challenges of Teacher Education Reform
Author(s): Elizabeth Bondy and Dorene D. Ross (Editors)
Publisher: State University of New York Press, Albany
ISBN: 0791463583, Pages: 319, Year: 2005
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Can a constructivist child-centered teacher education reform effort that brings together general education and special education in one program carry out successful cross-disciplinary collaboration? This was the underlying challenge faced by a courageous, innovative group of teacher educators at the University of Florida, who in Preparing for Inclusive Teaching: Meeting the Challenges of Teacher Education Reform meticulously detail and document their four-year effort to create an inclusive program. As a model of an in-depth, reflective self-study alone, the book serves as an important resource for teachers at all levels. However, it also proves invaluable for anyone interested in educational reform and inclusion, especially faculty and administrators in departments of teacher education considering implementing similar restructuring. The effort to unify the Proteach education program at the University of Florida, a five-year, inquiry-based curriculum, arose against the backdrop of the ongoing critiques of special education since the passage of the 1975 Education for... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 108 Number 1, 2006, p. 159-165
http://www.tcrecord.org ID Number: 12084, Date Accessed: 10/22/2017 10:16:47 PM

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About the Author
  • Sharon Shelton-Colangelo
    Northwest Vista College
    E-mail Author
    SHARON SHELTON-COLANGELO has her doctorate in English Education from New York University and currently serves as a full-time faculty member at Northwest Vista College where she coordinates faculty development. Former director of Field Placements in the Department of Teaching and Learning at SUNY Old Westbury, she is co-author of Voices of Student Teachers: Cases from the Field (Prentice-Hall, 1999, 2002), author of numerous journal articles, and under contract for the upcoming tentatively titled Teaching with Joy: Educational Practices for the Twenty-First Century (Rowman & Littlefield). She has been interested in collaboration since collaborating with a peer on the research for her dissertation at NYU and is currently collaboratively teaching a cross-disciplinary course at NVC. She is also a recipient of a summer 2005 Fulbright fellowship to India.
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