Electronic Journal for Inclusive Education
Abstract
This article presents the outcome of a reflective study where pre-service teachers created visual representations of principles that guide their teaching in the inclusive classroom. Based on evaluations and reflections of the activity, results suggest that creating the visual representations served as an effective tool in helping pre-service teachers recognize and support children with disabilities in the inclusive classroom. Examples of the completed projects are included.
Repository Citation
Seevers, R. L.
(2009).
Guiding Principles for Educational Programming,
Electronic Journal for Inclusive Education, 2
(4).
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Special Education Administration Commons, Special Education and Teaching Commons
