Professional learning and the individual education plan process: implications for teacher educators

Abstract

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Supporting the enactment of inclusive pedagogy in a primary school

“…The study concludes that while the IPAA is a valuable framework to support the implementation of inclusive pedagogy, it could benefit from some amendments to reflect the complexity of including learners with significant behavioural needs or the complex needs of some learners with Autism (Lindsay et al 2014). Similarly, research on special education teachers (SETs) who had recently completed a Postgraduate Diploma in SEN in the Republic of Ireland highlighted the challenge of meeting individual targets for learners with SEN, as outlined in individual education plans, in mainstream classrooms (King, Ní Bhroin, and Prunty 2018). Based on the findings, it is recommended that PD should support teacher collaboration for whole school approaches to incorporating individual learning targets into planning and teaching (King et al, 2018).…”

“…Similarly, research on special education teachers (SETs) who had recently completed a Postgraduate Diploma in SEN in the Republic of Ireland highlighted the challenge of meeting individual targets for learners with SEN, as outlined in individual education plans, in mainstream classrooms (King, Ní Bhroin, and Prunty 2018). Based on the findings, it is recommended that PD should support teacher collaboration for whole school approaches to incorporating individual learning targets into planning and teaching (King et al, 2018).…”

“…This finding demonstrates the pervasive influence of the deficit view of learning difficulties and indicates that sustained PD is needed to challenge this view. Furthermore, it reflects the importance of collaboration with the SET in meeting individual learning targets (King et al, 2018) which might have supported the learner to choose in this instance.…”

Teacher education for inclusive education: a framework for developing collaboration for the inclusion of students with support plans

“…Its implementation within and across countries arguably varies significantly and continues to be met with challenges (Artiles, Kozleski and Waitoller 2011;Florian 2014;Loreman, Forlin, and Sharma 2014). In the Irish context, these include a lack of teacher efficacy and insufficient teacher education (O'Gorman and Drudy 2010; Rose, Shevlin, Winter, and O'Raw 2015) along with a lack of collaboration to support contextualisation of individual learning needs into curriculum planning and teaching (King, Ní Bhroin and Prunty 2018). This arguably reflects Pantic and Florian's (2015) concept of "inclusive pedagogy as an approach that attends to individual differences between learners while actively avoiding the marginalisation of some learners" (334).…”

Professional learning and professional careers: theory, evaluation and practice

“…Other writers (e.g. King et al, 2017;King, 2014) draw on the call for a more critical approach, captured by King (2014, p.99): "In this way, the framework aims to contribute to a more complex and nuanced approach to understanding PD and its impact on teacher learning and may be more reflective of the complexity of the social world (Coldwell and Simkins 2011 R6 follows R2 and R3 in developing an argument about the potential usefulness of the family of professional development models that I now begin to refer to as path models rather than level models. The reason for this change (not articulated in the paper) is a shift in emphasis.…”