In Europe, the USA and the UK there is increasing concern and interest in including people with disabilitie in initial teacher training (Anderson et al 2005, Riddick and English 2006). In all these cultures, to a greater or lesser extent, training providers have to grapple with both an inclusion and a standards agenda when considering what they require of their trainee teachers. In most cases providers have to satisfy the requirements of their government and professional bodies in terms of the competencies their trainees are expected to display by the end of their initial teacher training. At the same time providers have to take account of disability legislation and make suitable adjustments and accomodations so that people with disabilities can undertake teacher training if they suitably qualified. The purpose of this research was to look at factors that affected the recruitment, training and retention of individuals with a wide range of disabilities within the teaching profession. There was a particular focus on policies and practices that served as barriers or supports for this process. School placements were identified as a crucial part of the teacher training experience and important information on their role was collected and analysed as part of the research process.

In this reseach we carried out a national questionnaire survey of the training and school placement experiences of newly qualified disabled teachers. In addition we surveyed and interviewed disabled students currently on teacher training courses as well as interviewing a sample of teacher training providers. The research was funded by the Training Development Agency ( TDA) who are responsible in England and Wales for the training of teachers. As a background to the collected data, statistics form the TDA and HESA were also analysed to identify underlying trends in the admission of disabled individuals to teaching over the past 5 years.

Quantitative and qualitative analysis of our various data sets enabled us to draw together a rich picture of the policies and practices that were effective ( or not) in supporting students. Key issues and dilemmas were identified which relate to the wider debate on the models of a good teacher and the notion of inclusion. As a result of the research a number of recommendations for good practice and for further investigation are proposed