This paper reports on a study designed to examine teachers' craft knowledge of their practice ‘inclusion’ in terms what they do, why and how. The research approach offers an important alternative studies students with ‘additional needs’ the search articulate specialist skill required teach them. Through classroom observations interviews 11 teachers across full age range two Scottish primary schools, we investigated how make meaning concept inclusion by exploring theoretical assumptions drawn...

As the concept of 'inclusive education' has gained currency, students who would previously have been referred to specialist forms provision, having judged 'less able', are now believed belong in mainstream classrooms. However, it is often argued that teachers lack necessary knowledge and skills work with such inclusive This paper reports findings a study new initial teacher education course starts from premise question not whether teach classrooms, but how make best use what they already...

Inclusive education takes many forms, raising important questions about what constitutes good practice, counts as evidence of such practice and how it can be known. This paper responds to Göransson Nilholm’s critical review research on inclusive by considering why a clear working definition inclusion has thus far proved elusive. It agrees that new types studies more theoretically informed work is needed if knowledge advance. A framework designed capture in action presented an example tool...

This study reports on the development and use of an analytical framework for interrogating practice newly qualified mainstream teachers recently graduated from a one-year Professional Graduate Diploma in Education (PGDE) that was informed by concept inclusive pedagogy. Inclusive pedagogy is approach to teaching learning supports respond individual differences between learners but avoids marginalisation can occur when some students are treated differently. The based principles pedagogy, which...

In this article, Lani Florian, Professor of Social and Educational Inclusion at the University Aberdeen, examines relationships between ‘special’ ‘inclusive’ education. She looks notion specialist knowledge among teachers roles adopted by staff working with pupils ‘additional’ or needs in mainstream settings. explores implications use concept ‘special needs’– especially relation to attempts implement inclusion practice – she notes tensions that arise from these relationships. goes on ask a...

Policies around the world increasingly call for teachers to become ‘agents of change’, often linked social justice agendas. However, there is little clarity about kind competencies such agency involves or how it can be developed in teacher education. This paper draws on theories and inclusive pedagogy clarify meaning as agents change context inclusion justice. Inclusive practice requires collaboration others families other professionals. Agents work purposefully with challenge status quo...

While many distinctions between 'special' and 'inclusive' education have been made continue to be forcefully debated, the two concepts remain strongly evident in policy practice countries. This paper discusses interrelated history of these concepts. It explores how conceptualisations them changed since Salamanca reflects on whether inclusive has, can or should replace special education. considers extent which are understood as same different today. The argues for a clear distinction...

INTRODUCTION PART ONE: HOW SPECIAL EDUCATIONAL NEEDS ARE UNDERSTOOD Reimagining Special Education - Lani Florian, Senior Lecturer in Inclusive and the Faculty of at University Cambridge Confronting Difference: An Excursion Through History Margaret Winzer, Professor Lethbridge Alberta, Canada A Sociology Sheila Riddell, Director Centre for Research Inclusion Diversity Edinburgh Forms Provision Models Service Delivery Jennifer Evans, Institute Education, London Categories Educational Needs...

The increasing cultural, linguistic, and developmental diversity of today’s classrooms demands more inclusive approaches to schooling, but classroom teachers often report feeling unprepared for education. This article reports some lessons learned from the Inclusive Practice Project, a teacher education reform project that has developed an innovative approach preparing enter profession in which they take responsibility learning achievement all students. It identifies four crucial issues,...

Inclusive education is based on the principle that local schools should provide for all children and young people regardless of any perceived social, emotional, cultural intellectual or linguistic difference disability. This paper identifies key concepts associated with inclusive discusses them in relation to issues reform teacher education. It argues an important activity improving educational equity. presents study design some early findings innovative research development project,...

Whilst recent decades have seen significant progress in research on inclusive education, many teachers still feel that the literature does not fully address their professional concerns about how to enact a policy of inclusion classrooms. To help bridge this gap, we drew concept craft knowledge undertake detailed study two Scottish primary schools practice class who are committed meet needs all learners. This paper describes processes involved, and considers these helped us develop greater...

A key assumption underpinning formative assessment strategies is that individual pupils must be fully involved in the process. While such engagement and attention on important, studies suggest teachers do not always readily engage with as a reciprocal process which involves pupils. Additionally, focus differences between can problematic if work set for some differentiated to an extent they are able participate classroom activities others. Inclusive pedagogy approach teaching learning attends...

The 2014 SERA Lecture provides an overview of the concept inclusive pedagogy, a distinctive approach to classroom teaching offering alternative pedagogical that has potential reduce educational inequality by enhancing learning opportunities for everyone. Inclusive pedagogy focuses on improving quality mainstream education reducing variability in practice. It was developed from studies focused understanding expertise teachers who are able work with diverse student groups and achieve good...

As the demographic profiles of many education systems continue to change, challenges facing teaching workforce and how teachers are prepared address different aspects diversity le...

Purpose This article presents a model based on review of international and European policy current Agency for Special Needs Inclusive Education work school leadership inclusive education. The aims to support analysis the context interactions between structures processes at different levels ensure effective development appropriate competences. Key issues addressing competences leadership, professional opportunities leaders frameworks that across whole education system are explored....