Chris Forlin

Forlin picChris Forlin is Professor of Special and Inclusive Education at the Hong Kong Institute of Education. Her research and publications focus on change paradigms in special education; inclusive education policy and practice; along with curricula and pedagogy for teacher education, with innovative research in working with systems and schools to establish sustainable inclusive education. She currently advises to the Hong Kong government task force on developing a New Senior Secondary School Curriculum for students with intellectual disabilities and is a consultant to the Vietnam Ministry of Education and Training on developing curricula for preparing teachers for inclusion.

When asked to blog I initially thought I would talk about teacher education for inclusion which is one of my specific areas of interest. We have been actively promoting inclusion and ‘education for all’ for nearly four decades now but has teacher education for inclusion really kept up with this change? Can we claim as teacher educators that we are meeting the needs of adequately preparing teachers for inclusion? I have taught pre-service (or pre-surface as one of my undergraduates wrote about it in her assignment – Freudian slip or a simple spelling error? – not sure which is worse!) and in-service teachers for the past 18 years so it seemed a natural topic to select. Then I read the posting on this website from May 13, 2009, when President Barack Obama delivered the commencement address to the 2009 graduates of Arizona State University (You can access the full speech via http://www.niusileadscape.org/wk/). During this speech he asked the following questions:

“Did you study education? Teach in a high-need school? Give a chance to kids we can’t afford to give up on – prepare them to compete for any job anywhere in the world?”

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