ABSTRACT
As school authorities throughout the world place increased emphasis on providing inclusive environments, they have looked to teacher preparation institutions to provide them with staff with the attitudes, skills, and knowledge required for success. The challenge this presents is to determine how best to modify teacher preparation curriculum and pedagogy to address this reality; with the associated opportunity being to operate in ways that are creative. A content-infused approach is one non-traditional way of working that initial teacher education (ITE) courses can adopt. The term ‘content-infused’ is understood as meaning that the attitudes, skills, and knowledge normally taught in a single unit on inclusive or special education are spread throughout a number of units in a program, or perhaps an entire program.
