In this article, we call for a rethinking of inservice education for teachers of children with disabilities as well as an investment in experiential modes of teacher renewal. We present examples of two applications of short-term internships where teachers are immersed in the successful use of exemplary practices by host teachers in early education and school-to-adult life transition settings. We conclude with a description of the implications of these experiential approaches for promoting systemic change and for the redesign of inservice education formats.
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