This paper describes an innovative experience-based teacher education program and a course in the program aimed at preparing teacher candidates for inclusive education of children with special needs. The paper opens with an account of the theoretical background of the program, with special attention given to the nature of professional knowledge and its acquisition. The impact of this approach to teaching for inclusion is illustrated with two case studies prepared by teacher candidates from their experience in an extended practicum of 14 weeks beginning at the opening of the school year.
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