Abstract
Initial teacher education programs in New South Wales have included a dedicated special education unit to build the capacity of pre-service teachers to meet the diverse needs of complex learners. Pre-service teachers who have completed these types of units develop a good theoretical understanding of inclusive education, and their professional development can be enhanced through professional experience and practicums in inclusive and special-education settings (e.g., Lancaster and Bain in Int J Disability, Dev Educ 54:245–256, 2007); Tindall et al. in Eur Phys Educ Rev 21:206–221, 2015; Walton and Rusznyak in Teach Teach Educ 36:112–120, 2013). This chapter outlines a pilot project to place pre-service teachers in a School for Specific Purposes. The case study of one pre-service teacher during her 20-day placement and the development of insights about inclusive and special education are discussed.
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Wong, M., Monteleone, C., Tanti, M., Lorusso, KM. (2023). Practicum Experiences in Special Schools: A Case Study. In: Winslade, M., Loughland, T., Eady, M.J. (eds) Work-Integrated Learning Case Studies in Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-19-6532-6_20
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