Conceptualising inclusive education in the initial training of specialist teachers: hegemonic thinking in special education

Abstract

In a context where education policies around the world are committed to education for all, Initial Teacher Education plans seem to be failing to prepare teachers to develop inclusive education. Among the reasons is the existence within preservice teachers of a traditional majority thinking underpinned by special education. Research has focused on attitudes, perceptions, skills or pedagogies. However, few studies have carried out an in-depth analysis of why. Fewer have done so with a particular focus on preservice specialist teachers. The aim is to identify the logics that shape this hegemonic thinking based on the special education of preservice specialist teachers. The research, based on an ethnographic design, draws on life stories, participant observation and individual interviews over a period of two years with 28 preservice specialist teachers. The results show the existence and the unconscious acceptance of the logics of (i) an education oriented by a neoliberal purpose; (ii) an educational practice based on the deficit model; and (iii) a practice based on exclusion. Finally, the possible implications for Initial Teacher Education are discussed.