Abstract This article describes collaborative work in a Professional unfolding School between university and school-based educators.

Abstract

This article describes collaborative work in a Professional unfolding School between university and school-based educators. Supporting the collaborative work between inservice teachers and teacher education faculty, we demonstrate the benefits of collaborative conceptualization, organization, and facilitation of instruction to support the meaningful and fortunate work of inclusive education. Design and implementation of instructional interventions geared at preparing general education preservice teachers for inclusive classrooms is discussed.

Introduction

Recently our institution participated in a massive teacher education reform effort to redesign various programs. During this period, it was identified that preK-12 inservice teachers from our Professional unravelling Schools (PDS) ...