Teachers’ Perspectives on Supportive and Inclusive Practices: A Study of Four Schools With Diverse Literacy Practices

Abstract

Previous research states that accessibility and participation are prerequisites for students, regardless of ability, to be able to develop in school. The point of accessibility and participation is that everyone should be able to feel included and have access to learning. From an inclusive education perspective, the interest of this study is how teachers work in diverse literacy practices to address a variety of student conditions and needs. By studying how some primary education teachers describe how they design and stage learning environments, we want to contribute new knowledge about inclusive literacy practices. The data collection was carried out through focus group discussions. We analysed the data with Critical Literacy (CL) as a theoretical framework, and the related concepts of domination, access, diversity, and design were used. The general impression that emerges from our study is that teachers design literacy activities based on both supportive and inclusive aspects and with a focus on variation and diversity. In the study, more similarities than differences emerged, for instance a focus on multimodal methods and the importance of didactic flexibility. The teachers also highlighted the importance of producing text, not just consuming and processing existing texts. Sometimes the analysis reveals differences. Even so, the teachers’ intentions to include all students in the classroom education remain significant.