Teachers in training: their representations of students with disabilities

Abstract

The adoption by many countries of increasingly inclusive educative policies highlights the need to train teachers as soon as possible to this new reality. Nevertheless, in most cases, future teachers during their academic career never had contact, or have had few contacts, with disabled students. From a research we conducted in Switzerland as part of a PhD project, it emerges that future teachers
have essentially prototypical representations of disabled pupils that don’t change during their training.