ABSTRACT
This book arose out of a meeting of the International Research Colloquium on Inclusive Education in Norway in 2000, involving people from five countries: England, New Zealand, Norway, Scotland and USA. The purpose of the meeting was to discuss the implications of inclusion for teacher education. The participants at that meeting produced draft papers, which following detailed critical discussion were developed as the chapters for this book (Nes et al. 2002). Previous meetings of the group produced a series of publications looking at a variety of other aspects of inclusion and exclusion in education (Allan 2003; Ballard 1999; Booth and Ainscow 1998; Clark et al. 1995). These previous books were focused, largely, on the activities of schools. It seemed that if we wished to examine the possiblities for the inclusive development of schools we should look more deeply at the possibilities for developing inclusion within and from our own institutions. The development of inclusion in schools depends in part on the way teachers are prepared for their work by teacher educators.
