Prepared for inclusion?: Initial and ongoing professional development encounters market forces [Note: title variation: Prepared for inclusion? Initial and ongoing professional development encounters economic reform]

Abstract

This paper examines the effects of economic reform on initial and ongoing professional development for staff supporting children and adults identified with disabilities in schools and services. Using the experience in New Zealand it explores the impact of these changes on training staff development in disability support. It argues that a return to training that endorses the intrinsic value of all human beings is required to ensure aspirations for inclusive schools and communities are established and maintained.