European Journal of Special Needs Education Enacting inclusion: a framework for interrogating inclusive practice (original) (raw)
Related papers
Developing Inclusive Practice: A Role for Teachers and Teacher Education
Although there is widespread support for inclusion at a philosophical level, there are some concerns that the policy of inclusion is difficult to implement because teachers are not sufficiently well prepared and supported to work in inclusive ways. Inclusion requires teachers to accept the responsibility for creating schools in which all children can learn and feel they belong. In this task, teachers are crucial because of the central role they play in promoting participation and reducing underachievement, particularly with children who might be perceived as having difficulties in learning.
Enacting inclusion: a framework for interrogating inclusive practice
This paper reports on the development and use of an analytical framework for interrogating the practice of newly qualified mainstream teachers recently graduated from a one-year Professional Graduate Diploma in Education (PGDE) that was informed by a concept of inclusive pedagogy. Inclusive pedagogy is an approach to teaching and learning that supports teachers to respond to individual differences between learners but avoids the marginalisation that can occur when some students are treated differently. The analytical framework was based on the principles of inclusive pedagogy, (Florian &Black-Hawkins, 2011) which were linked to the core themes of Aberdeen University’s PGDE course. Its purpose was to provide a robust and coherent framework for documenting inclusive pedagogy in action. This paper describes how the framework was developed and used with new teachers in order to further understanding of how reforms of initial teacher education can impact inclusive teaching and learning. The framework was initially designed in the context of a teacher education project but has wider applicability as a research tool for exploring inclusive pedagogy in action. This is particularly relevant to the study of inclusive education in the practical setting of the classroom where there is little guidance to support systematic research on how inclusive education is enacted.
Becoming a different teacher…: Teachers' perspective on inclusive education
2013
This article examines teachers’ experience with inclusive education in preschool, primary and the beginning of secondary education. Drawing on a qualitative approach, this study aims to explore what we can learn from teachers that have already invested in (several) processes of inclusive education with children with significant disabilities. Through semi-structured interviews, we discover that teachers need opportunities to work with the disabled child in their class and create moments of communication around the child and his/her individual curriculum. They learn much more about the abilities of children, while previously they were mainly focussing on the deficits. Therefore, for the teachers the question has shifted from ‘what is wrong with this child?’ towards ‘what is necessary to let the child participate in our group?’ This moves from difference as categorical difference, to difference as emergent continuous difference. This shift in understanding opens up new insights and new...
British Educational Research Journal, 2011
This paper reports on a study designed to examine teachers' craft knowledge of their practice of 'inclusion' in terms of what they do, why and how. The research approach offers an important alternative to studies of students with 'additional needs' and the search to articulate the specialist knowledge and skill required to teach them. Through classroom observations and interviews with 11 teachers of students across the full age range in two Scottish primary schools, we investigated how teachers make meaning of the concept of inclusion in their practice by exploring theoretical assumptions drawn from the literature about inclusive pedagogy. The analysis enabled us to identify practical examples of inclusive pedagogy that met the standard of extending what is generally available to everybody, as opposed to providing for all by differentiating for some. Examples of the inclusive pedagogical approach are provided.
Challenges of the secondary school context for inclusive teaching
Issues in Educational Research, 2010
Senate and State Government reviews into inclusion in Australian schools during the last two decades have revealed that the inclusion of students with disabilities in schools has proved challenging. A qualitative study involving interviews with 50 leaders in inclusive education suggest that currently the secondary school context is a barrier to the development of inclusive teachers. Although inclusive policies and legislation are in place, they are not supported by adequate funding and resources. This has had a negative effect on the capacity of systems, schools and teachers to be inclusive. From the views expressed by the participants in this research, it is clear that there is a continued need for systems to allocate adequate funding and resources, review current secondary school structure and professional learning, and for stakeholders to have access to specialist knowledge so as to enact the philosophy of inclusion.
British Educational Research Journal Exploring inclusive pedagogy
This paper reports on a study designed to examine teachers’ craft knowledge of their practice of ‘inclusion’, in terms of what they do, why and how. The research approach offers an important alternative to studies of students with ‘additional needs’ and the search to articulate the specialist knowledge and skill required to teach them. Through classroom observations and interviews with eleven teachers of students across the full age range in two primary schools, we investigated how teachers make meaning of the concept of inclusion in their practice by exploring theoretical assumptions drawn from the literature about inclusive pedagogy. The analysis enabled us to identify practical examples of inclusive pedagogy that met the standard of extending what is generally available to everybody, as opposed to providing for all by differentiating for some. Examples of the inclusive pedagogical approach are provided.
Supporting the enactment of inclusive pedagogy in a primary school
International Journal of Inclusive Education, 2019
While inclusion has generally been accepted as orthodoxy, a knowledgepractice gap remains which indicates a need to focus on inclusive pedagogy. This paper explores how teachers in the Republic of Ireland primary school were supported to develop inclusive pedagogy to meet the needs of learners with special educational needs (SEN). It is underpinned by a conceptual framework which combines an inclusive pedagogical approach and key principles of effective professional development (PD) arising from the literature, which informed the development of a professional learning community (PLC) for inclusive practice in a primary school. The impact of the PD on teachers' professional practice was explored using an evidence-based evaluation framework. Analysis of interview and observation data evidenced that engagement with inclusive pedagogy in a PLC, underpinned by critical dialogue and public sharing of work, positively impacted teacher attitudes, beliefs, efficacy and inclusive practice. This research offers a model of support for enacting inclusive pedagogy.
This is a study of the enactment of inclusive pedagogy by new graduates of the University of Aberdeen. The paper shows how theoretical concepts informed actions in different contexts. The dignity of each child in the classroom community was central to inclusive pedagogy. The paper shows how individual difficulties were addressed through a consideration of 'everybody'. Teachers drew selectively and purposefully from established strategies to ensure inclusion. a b s t r a c t This paper draws from a novel study of graduates from a one year Professional Graduate Diploma in Education (PGDE) course at the University of Aberdeen in Scotland. The study explored how beginning teachers in their various contexts used the theoretical ideas of inclusive pedagogy. Observation and interview data were analysed to reveal linkages between the principles that informed the course and the practices of programme graduates. By drawing on examples from the data that illustrate inclusive pedagogy in action, questions are addressed about how teachers in diverse classrooms create learning environments with opportunities that are available to everybody.
The inclusive practice project in Scotland: Teacher education for inclusive education
Teaching and Teacher Education, 2009
While differences in national contexts are associated with variations in how teachers are trained and school systems are organised, the conceptual and philosophical problems of equity and inclusion in schooling are shared concerns. This paper describes how the structure and content of an initial teacher education programme for primary and secondary teachers has been revised to ensure that social and educational inclusion is addressed within the core programme. A rationale is presented for the development of 'inclusive practice', followed by a discussion of the reforms and an outline of the effects that are expected in the classroom practices of teachers in schools.
A study of teachers’ perception about ‘Inclusive Education’ in UK mainstream primary schools
Worldwide inclusive education has been established as a significant policy direction with respect to including children with disabilities in regular or mainstream schools. Teachers are now expected to rise to the challenge of accommodating a range of students in the classroom. Yet how can teachers be supported to accomplish this challenging task in the classroom? Is it only a matter of resources or are teachers’ views about inclusion crucial for successful implementation of policy? How can developing countries seeking to introduce inclusive education policies go about the task? This paper draws upon a small scale study involving two mainstream primary schools in the United Kingdom. The study sought to uncover teachers’ perceptions of inclusive education in order to give insights into the reality of inclusion policy and practice. Data was collected through semi-structured interviews and documentary analysis. The findings of the study reveal that teachers' personal characteristics, their views of the support available, their understanding of inclusion and school practices all contribute to the successful implementation of policy.