Author: Shih, An-Chi
Type of paper: Abstract refereed
This article, applying documental analysis, explores and reviews the history and the changes of teacher training for inclusion in Taiwan. The development of teacher training programs for inclusion could be divided into three periods, they are: emerging period and integration period and personalized period. Firstly, emerging period, double-track, competency-based teacher education as the mainstream discourse during 1980s-1990s, build the criteria of teacher student performance and enforce inclusive practice separately. Critics, however, about the conflict between traditional Confucius culture and world-wide inclusive education notion are aroused at the same time. Secondly, integration period, in the beginning of 2009, the term “inclusive education” was published in “Special Education Law” in Taiwan at the first time. While most children with disabilities study in general classroom, the focus was on general education teachers. But few courses about inclusion in the initial general teacher education is not enough. Thirdly, personalized period, from the beginning of 21th century, policy of teacher education mainly adopted standard-based approach and loosed the limits of setting up pre-service teacher education programs. Studies show that the inclusive education teacher professional competence was over by coherent standard criteria and became a series teacher professional system.