Action research to improve confidence in meeting diverse need and the quality of inclusive practice through lesson observations

Abstract

This paper reports an action research study undertaken towards the National Award for Special Educational Needs Coordination (NASENCO) on a university‐based course. It follows an earlier evaluative study that identified a tension between teachers’ self‐rated high levels of confidence in meeting diverse need and values which did not appear to support inclusive practice. The ‘action’ which was subsequently taken was the collection of further data through lesson observations to assess whether such confidence was reflected in inclusive classroom practice. Planning reviews were also undertaken. Several recognised features of inclusive practice that are known to benefit pupils with special educational needs (SEN) were not observed in all classrooms. The action research study findings identified very specific training needs relating to inclusive classroom practice, the design of individual education plans and the development of a shared school ethos and understanding of inclusive pedagogy.

Changes in Teachers’ Understandings, Attitude, and practice related to Action Research: The Influence of Gender and Inclusive Pedagogy Training in Bangladesh

“…2013). Many authors and researchers argue that teachers can improve the practice of inclusive education in their classroom through AR (Armstrong & Moore, 2004;Connett, 2020;Ayaya, Makoelle, & Merwe, 2020). They support AR because it takes into account teachers' personal contexts in addition to solving their own teaching-learning-related problems.…”

“…They support AR because it takes into account teachers' personal contexts in addition to solving their own teaching-learning-related problems. Besides, unlike traditional research, AR empowers teachers to solve their own problem which is important for teaching students with diverse needs (Connett, 2020). Therefore, the project employed AR as a part of the training programs to equip the teachers with skills and understanding of teachers.…”

“…In the literature, it is evident that AR has huge potentials for teachers' professional development(Al-Mahdi, 2019;Ayaya, Makoelle, & van der Merwe, 2020;Miedijensky, & Sasson, 2022;Ngwenya et al, 2021;Sato, Mutoh, & Kleinsasser, 2022;Wakeman et al, 2022). Many authors and academics contend that AR can help teachers implement inclusive education more effectively in the classroom (Armstrong & Moore, 2004;Connett, 2020;Ayaya, Makoelle & Merwe, 2020)…”