The Collaborative Model of Professional Development

Authors

  • Paul Hamill

Keywords:

Collaborative Education, Collaboration, Support, Professional Development, Teacher Education, S.E.N., Special Educational Needs, Co-operation, Curriculum, Learning

Abstract

Teacher education in Scotland has developed in line with the evolving concent of 'special educational needs'. Professional development is now set firmiy within a collaborative context in which teachers acquire the knowledge and skills which enable them to work co-operatively and to support learning across the curriculum.

References

Adams, F. (1990). Special education in the 1990's. Harlow: Longman.

Ainscow, M. (1991). Effective schools for all. London: David Fulton Publishers.

Ainscow, M. (1997). Towards inclusive schooling. British Journal of Special Education, 24 (1), 3-6.

Carpenter, B. & Ashdown, R. (1997). Enabling access. In B. Carpenter, R. Ashdown & K. Bovair (Eds.) Enabling access: Effective teaching and learning for pupils with learning difficulties. London: David Fulton Publishers.

Children (Scotland) Act 1995 Edinburgh: HMSO.

Dockrell, W., Dunn, W. & Milne, A. (Eds.) (1978). Special education in Scotland. Scottish Council for Research in Education. Edinburgh: Lindsay & Co. Education of Defective Children (Scotland) Act 1907. Edinburgh: HMSO.

Education (Scotland) Act 1872.

Education (Scotland) Act 1945. Edinburgh: HMSO.

Education (Scotland) Act 1981. Edinburgh: HMSO.

Gilbert, C. & Hart, M. (1990). Towards integration. London: Kogan.

Hall, J. (1997). Social devaluation and special education: The right to full mainstream inclusion - an honest statement. London: Jessica Kingsley.

Hamill, P., Hewitt, C. & Robertson, P. (1993). Effective support for learning (RAISE Project). Edinburgh: SOEID.

Hegarty, S. (1993). Reviewing the literature on integration. European Journal of Special Needs Education, 8 (3), 194-200.

Jordan, A. (1994). Skills in collaborative classroom consultation. London: Routledge. Lunacy (Scotland) Act 1862.

Melville Committee Report (1973). The training of staff in centres for the mentally handicapped.

Mortimer, G. (1996). Inservice education and special needs. In M. Harrison & W. Marker (Eds.). Teaching the teachers. Edinburgh: John Donald.

Pearson, L. & Lindsay, G. (1986). Special needs in the primary school. London: Nelson.

Scottish Consultative Council on the Curriculum (1994). Special educational needs with the 5-14 curriculum: Support for learning. Dundee: SCCC. Scottish Consultative Council on the Curriculum (1995). Higher still: Provision for students with special educational needs. Edinburgh: SCCC.

Sebba, J., Byers, R. & Rose, R. (1995). Redefining the whole curriculum for pupils with learning difficulties. London: David Fulton Publishers.

SOED, HM Inspectors of Schools (1978). The education of pupils with learning difficulties in primary and secondary schools in Scotland. Edinburgh: HMSO.

SOED (1990). Curriculum and assessment in Scotland: A policy for the 1990's. Edinburgh: HMSO.

SOEID, HM Inspectors of Schools (1994). Effective provision for special educational needs. Edinburgh: HMSO.

SOEID, Audit Unit, HM Inspectors of Schools (1997). How good is your school: Self-evaluation using performance indicators. Edinburgh: HMSO.

Swann, W. (1988). Statements of intent: An assessment of reality. In T. Booth & W. Swann (Eds.). Including pupils with disabilities. Milton Keynes: OU Press.

The primary school in Scotland (1950). Edinburgh: HMSO.

Thomas, G., Walker, D. & Webb, J. (1997). The making of the inclusive school. London: Routledge.

Thomas, G. (1997). Inclusive schools for an inclusive society. British Journal of Special Education, 24 (3), 103-107.

Thomson, G. (1983). Legislation and provision for mentally handicapped children in Scotland since 1906. Oxford Review of Education, 9 (3).

Warnock, M. (1978). Special educational needs: Report of the Committee of Enquiry into the education of handicapped children and young people. London: HMSO.

Downloads

Published

1988-11-11

How to Cite

Hamill, P. (1988). The Collaborative Model of Professional Development. REACH: Journal of Inclusive Education in Ireland, 11(2), 108–120. Retrieved from https://www.reachjournal.ie/index.php/reach/article/view/358

Issue

Vol. 11 No. 2 (1998)

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Copyright Notice

Authors contributing to REACH: Journal of Inclusive Education in Ireland retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons Attribution- NonCommercial- NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License allowing third parties to share, copy and redistribute the material in any medium or format under the following terms:  

  • Attribution (BY): You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
  • NonCommercial (NC): You may not use the material for commercial purposes.
  • NoDerivatives (ND): If you remix, transform, or build upon the material, you may not distribute the modified material.

Learn more about Creative Commons  licensing.