Supporting the enactment of inclusive pedagogy in a primary school

Abstract

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.

Inclusive pedagogy through the lens of primary teachers and teaching assistants in England

“…They conclude teachers must feel adequately trained and display a positive attitude toward inclusion, if this is to be realised in daily classroom life. Brennan, King, and Travers (2019) noted increasingly positive attitudes toward learner achievement after implementing more flexible strategies in the mainstream classroom, following support sessions teacher participants received using the Inclusive Pedagogical Approach in Action (IPAA).…”

“…These may include flexible grouping strategies, children's access within the classroom and differentiation through tasks. While much has been documented about teacher attitudes, approaches to teaching, and challenges teachers may encounter, research into specific inclusive strategies and pedagogical approaches proven to be effective in meeting pupil needs is limited (Brennan, King, and Travers 2019;Lindsay et al 2014).…”

“…Teachers must focus on what is to be taught and how, rather than who is to learn it, and eliminate preconceived notions of achievement so all children take responsibility for their own learning through choice (Florian and Black-Hawkins 2011). Second, inclusive pedagogy involves teacher belief in transformability (Brennan, King, and Travers 2019), the notion that children's academic capabilities are not pre-determined, and all children have potential to progress and succeed. Teachers must focus on each child's strengths and implement strategies that encourage collaborative work without judgments based on ability (Florian and Spratt 2013).…”

“…Teachers are encouraged to find new ways of working by implementing strategies to support all children, which includes working collaboratively with other professionals. Effective communication amongst staff members and creating a school environment where ideas can be shared are key (Brennan, King, and Travers 2019). This involves commitment to ongoing professional development to keep practice current and effective (Brennan, King, and Travers 2019).…”

“…Effective communication amongst staff members and creating a school environment where ideas can be shared are key (Brennan, King, and Travers 2019). This involves commitment to ongoing professional development to keep practice current and effective (Brennan, King, and Travers 2019). Regarding support and inclusion of children with Autism Spectrum Disorder (ASD) in mainstream settings, Lindsay et al (2014) found teachers were committed to attending workshops to deepen their knowledge and understanding of ASD, valued 'mini workshops' with peers to learn from one another, especially newly qualified teachers, and discussed the importance of informal training to help them develop successful practices.…”