Citation

Bargerhuff ME, Cole DJ, Teeters L. Int. J. Incl. Educ. 2012; 16(2): 185-206.

Copyright

(Copyright © 2012, Informa - Taylor and Francis Group)

DOI

10.1080/13603111003721098

PMID

unavailable

Abstract

This paper examines the contradiction between articulated university policy on diversity/inclusion and actual practice with regard to field placements for teacher candidates with disabilities. Analysis of a unique case study involving a teacher candidate with traumatic brain injury illustrates the inequities of the traditional concern conference method to addressing problems in the field. Authors propose a transdisciplinary team model as a more inclusive approach to capitalising on the strengths of teacher candidates.

Language: en