Supporting the enactment of inclusive pedagogy in a primary school

Aoife Brennan,Fiona King,Joe Travers

doi:10.1080/13603116.2019.1625452

Aoife Brennan, Fiona King + Show 1 more

Open Access

https://doi.org/10.1080/13603116.2019.1625452

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Abstract

ABSTRACT While inclusion has generally been accepted as orthodoxy, a knowledge – practice 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.

Highlights

This study explores how teachers in a primary school, in the Republic of Ireland, were supported to enact inclusive pedagogy
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 literature has demonstrated that initial teacher education does not sufficiently prepare teachers to effectively include all learners (Forlin 2010; O’Donnell 2012) and PD opportunities in inclusive education are insufficient (Rose et al 2015; Shevlin, Kenny, and Loxley 2008; Travers et al 2010)

Summary

Introduction

This study explores how teachers in a primary school, in the Republic of Ireland, were supported to enact inclusive pedagogy. The development of inclusive pedagogy emanated from a study of the craft knowledge of teachers who effectively supported the learning of all children in their classrooms, which included diverse learners, while avoiding stigmatisation of difference (Florian and BlackHawkins 2011). It was further developed through a project which embedded inclusive pedagogy in a postgraduate initial teacher education (ITE) programme in Scotland. In this context, the Inclusive Pedagogical Approach in Action (IPAA) framework emerged as a support mechanism for teachers to develop responses to individual differences in ways that do not marginalise any learner (Spratt & Florian, 2015). The final themes from Phase five of the data analysis include; changes in teachers’ attitudes and beliefs towards inclusive practice, changes in teachers’ efficacy for inclusive practice, changes in teachers’ practice, factors that supported teacher change, and factors that hindered teacher change

Findings

Conclusion

Notes on contributors

18. Rotterdam