Supporting Primary 2 teachers through consultation and engagement with the CIRCLE framework for inclusive practice, in a post-Covid-19 context

Abstract

The Covid-19 pandemic created many challenges for teachers who had to adapt their practice to fit new online teaching models. Since this period of disruption has come to an end, there has been little research on how teachers are being supported as they return to the physical classroom. This research explores collaborative work between three trainee educational psychologists (TEPs) and two primary teachers, using the consultation model (Wagner, 1995) and the Child Inclusion Research into Curriculum Learning Education (CIRCLE) framework for inclusive practice (Maciver et al, 2021) to produce strategies to support the needs of the children in their classrooms. Teacher self-efficacy (Tschannen-Moran et al., 1998) was examined in relation to inclusive classroom practice and the consultation process. This article is an abridged version of the original report and focuses on three of the themes identified in relation to educational psychology practice; ‘Solution focused language and problem solving’; ‘Collaboration’, and ‘Time’. Findings suggest that using the CIRCLE framework in conjunction with consultation supports Teacher self-efficacy (TSE) and inclusive classroom practice.