The influence of teacher practice placement on one's beliefs about intellectual disability: a student's reflection
Abstract
Education for people with a disability has changed over the years, moving from a philosophy of integration to inclusion. This philosophy requires a whole school approach spanning issues such as access, opportunities for learning, social experiences and developing a culture of acceptance. While this poses many challenges for individuals, schools and communities, it is a right for all citizens to be educated within their local school in a supportive manner. This article presents a reflection on a teacher practice placement, as through reflecting on one's experience one can promote desirable practice, develop understanding and learning from one's experience. To facilitate the reflection Gibbs' reflective cycle was used, addressing the description, feelings, evaluation, analysis, conclusion and action plan.
