ABSTRACT
This chapter considers how mentoring can aid Physical Education Teacher Education (PETE) students through their journey towards inclusive practice. Initial teacher education is a key context in which student teachers can be supported to develop their inclusive practice with disabled students. The drama workshop and associated research outlined by Raphael, J. and Allard. A. C. represents one approach for supporting teacher education (TE) students to better understand and work with disabled students in schools. After presenting the findings of this research, Raphael and Allard discuss a number of key issues emerging from the research that may be relevant to other settings. The drama workshop outlined in the paper featured in this chapter provides a number of examples of mentor pedagogy that promote aspects of the Capability Maturity Model for Mentor Teachers (CM3T). In part, university mentors and school-based mentors would have a key role to play in assisting the disabled mentors to understand the relevance and usefulness of CM3T.
