ABSTRACT
In this chapter I will discuss some of the barriers to the development of inclusive teacher education in England and how they might be reduced. I will consider the way inclusion is supported and opposed within national policies. I will argue that the national approach to the development of public institutions, including schools, colleges and universities, with its strong emphasis on standards and accountability has particular implications for teacher education institutions. I then analyse what inclusion means for colleagues in my institution, the barriers to inclusion that they encounter and the progress towards inclusion that they perceive. I will offer some suggestions for how barriers to inclusive development may be countered. I ground my analysis of the implications of inclusion for teacher education with extracts from interviews and a discussion with colleagues about its themes.
