Inclusive Pedagogy Research Articles

Inclusive Strategies for Children With Developmental Disabilities in Mainstream Classrooms in African Countries: A Systematic Review of Stakeholder Experiences, Attitudes, and Perspectives

African children with developmental disabilities (DD), including autism and intellectual disability, are often excluded from mainstream schools. We systematically reviewed 28 qualitative studies conducted in Africa, aiming to synthesize stakeholders’ perspectives on inclusive teaching strategies for supporting children with DD in mainstream classes. Six interrelated themes were developed using thematic analysis. Teachers strived to meet learners’ needs through teaching and task adaptations (Theme 1) and provide targeted support, reinforcement, and feedback (Theme 2). Teachers’ inclusive pedagogies, while sometimes creating divisions, often reflected a whole-class approach (Theme 3), especially in promoting inclusive environments (Theme 4) and engaging teaching (Theme 5). Authors of reviewed studies often discussed how teachers’ strategies fit in with the evidence base (Theme 6). While teachers’ inclusion efforts appeared progressive, they were mostly based on Western pedagogies and challenged by limited resources and training. Training efforts based on indigenous pedagogies could improve use and outcomes of inclusive strategies.

Promoting equity in education for sustainable development through community-based learning and teaching

Our presentation reported on the vital role of Education for Sustainable Development (ESD) (UNESCO, 2023) in fostering learners equipped with the knowledge, skills, and attitudes essential for a sustainable future. Despite the emphasis on inclusive and equitable human development through ESD, achieving equitable learning outcomes for all students remains a persistent challenge in the context of UK higher education. Our project explored the benefits and challenges of enabling all students to engage with ESD. We made recommendations for learning developers to effectively support students developing understanding and competencies for sustainability. We explored this through considering the challenges and gaps in inclusive pedagogies, professional development opportunities, curricula integration, and external partnerships. The objective of the project was to address this issue by investigating how equity concerns in ESD can be effectively tackled through the integration of community-based learning and teaching (CBLT) approaches into university curricula (Salam, et al., 2019). Also referred to as service learning, the growing effort in implementing these approaches involves students engaging in organised activities benefiting local communities, enhancing academic knowledge, and fostering civic responsibility. This has important implications for learning developers and the support students need to engage effectively in what may be an unfamiliar form of learning and development. Collaborating with a student researcher, the project employed a multi-faceted methodology, including a literature review, mapping exercise using sustainable development goals (SDGs) and qualitative examination of module descriptions at University College London (UCL) and Queen Mary University of London (QMUL), both based in East London. In the presentation, we shared our existing practices combining ESD and community-based learning that included: Our mapping of the integration of ESD and community-based learning in our university curricula. Gaps and challenges in achieving equitable learning outcomes using a qualitative analysis of curriculum design and implementation. Our initial recommendations for the learning developer community in supporting students to engage with ESD, and gain vital knowledge, skills and competencies for a sustainable future. We also provided a short evaluation of our work as a research collaboration of learning development approaches involving students, academic developers and educators from two universities.

Preparing Teachers for Inclusive Education: Pre-Service Teachers’ Knowledge, Perceptions and Experiences of Inclusive Pedagogy from Teaching Practice

Various scholars have questioned the effectiveness of teacher education programmes in preparing teachers for inclusive education. This study examines how teacher education programmes prepare pre-service teachers for inclusive education in terms of perceptions, knowledge and pedagogy. The study uses focus group discussions to examine pre-service teachers’ knowledge of inclusive education and their experiences of inclusive pedagogy from teaching practice. The SACIE-R questionnaire tool assesses the perceptions of 187 pre-service teachers with regard to inclusive education. The findings indicate that pre-service teachers acquire theoretical knowledge with gaps in field-based knowledge that hinder their ability to link theory and practice, and to develop inclusive pedagogy. Moreover, pre-service teachers have a low level of sentiments and harbour many concerns and negative attitudes towards inclusive education. The findings of the study contribute insights that can inform the design and structuring of inclusive education courses in teacher education programmes.

Incorporation of Diversity, equity, inclusion and anti-racism (DEIA) principles into the pharmacy classroom: An exploratory review

IntroductionThe objective is to gather evidence on ways to integrate DEIA into the didactic and experiential pharmacy classroom based on AACP's 2021–2024 Strategic Plan Objective 3.3.1. to “compile and publish resources related to best practices in inclusive pedagogy, creating inclusive classrooms, navigating difficult conversations, and promoting equitable campus climates for use by schools and colleges of pharmacy.”.3 MethodsAn exploratory review was conducted to identify literature using journals, including Academic Medicine, the American Journal of Pharmaceutical Education (AJPE), AACP poster abstracts from 2018 and onward, Currents in Pharmacy Teaching and Learning (CPTL), JAMA Surgery, Journal of Dental Education (JDE), and Minority Nurse Magazine. Keywords used were “DEIA,” “DEIA in classrooms,” “diversity,” “equity,” “inclusion,” “microaggression,” “disabilities,” “pharmacy education,” “health equity,” “discrimination,” “unconscious bias,” “cultural humility,” and “cultural competence.” Excluded were literature focused on DEIA in “curriculum,” “recruitment,” and other topics unrelated to integrating DEIA in the classroom. Poster abstract authors were contacted directly to get a copy of the poster so that more information could be gathered from the poster. ResultsSixteen publications were identified (14 peer-reviewed manuscripts and two poster abstracts). Of those, two explored the utilization of technology to make lesson plans more inclusive; seven discussed ways for students to address implicit biases, microaggressions, and navigating difficult conversations; five focused on accommodating students with disabilities; one discussed developing better pronunciation of students' names; and one discussed a method to improve student's self-awareness and awareness of other cultures. ConclusionAlthough evidence was found on integrating DEIA into the didactic and experiential settings, the amount of evidence found is limited, warranting further research.

INCLUSIVE PEDAGOGIES & PRACTICES OF ENGLISH FOR ACADEMIC PURPOSES (EAP) IN HIGHER EDUCATION (HE): A FOCUS GROUP STUDY

This study investigates inclusive pedagogies and practices in English for Academic Purposes (EAP) within higher education (HE), addressing a critical gap in existing literature. Funded by BALEAP, the research employs a qualitative sequential exploratory design, incorporating nominal group technique and focus group discussions to capture diverse stakeholder perspectives. The study identifies key themes across micro, meso, and macro levels, providing comprehensive insights into best practices for fostering inclusive EAP teaching. At the micro level, recommendations include redefining needs analysis, implementing differentiated assignment briefs, challenging linguistic and cultural stereotypes, and promoting reflexivity among educators. Meso-level strategies emphasise decolonizing the curriculum, integrating EAP into disciplinary courses, enhancing collaboration between EAP and subject-specialist tutors, and investing in continuous professional development. At the macro level, the study highlights the necessity of providing additional resources, fostering top-down collaborations, and introducing Equity, Diversity, and Inclusion (EDI) initiatives. The findings underscore the importance of coordinated efforts among educators, institutions, and policymakers to advance inclusive teaching practices in EAP. This research contributes significantly to the discourse on inclusive education by offering actionable recommendations for enhancing the inclusivity of EAP programs in HE, ultimately aiming to create a more equitable and supportive learning environment for diverse student populations. The study's robust methodological approach and diverse participant representation ensure the reliability and relevance of its conclusions, paving the way for future research and policy development in this crucial area of higher education.

Inclusion in Immersion Education: Identifying and Supporting Students with Additional Educational Needs

This entry reviews the research around identifying and supporting students with additional educational needs (AEN) in immersion education. This is important as it is clear from international research that teachers in this form of education experience challenges due to the lack of availability of minority language services, assessments, interventions, and resources. The international research and literature on the positive practices that can be implemented in immersion education to help teachers and schools overcome the challenges they encounter is reviewed. The themes included in this entry are inclusive pedagogies, assessment, literacy, mathematics, and challenging behaviour.

‘Learning from what my Mentor Teachers were Doing in the Classroom to Include Diverse learners’: Experiences that Contribute to the Use of Inclusive Instruction in Pre-Service Teachers

ABSTRACT All learners benefit when schools foster an environment for teachers to enhance their teaching skills. Pre-service education programs are often where this important process begins. Using a Global Concept Mapping method, pre-service teachers across Canada were interviewed about the personal and professional experiences that contributed to their instructional practices within inclusive classrooms. Participants sorted 93 unique statements into categories. They were asked to rate on a scale of 1 (not at all important) to 6 (very important) how important each experience would be to their instructional practices. Mentoring relationship statements were rated significantly more important than the others. Practicum experiences and those within the course part of the education program were rated as equally important and more important than professional development. Their perceived least important experiences were those related to past jobs/positions and personal experiences with people identified with diverse learning needs. Understanding the specific experiences that influence pre-service teachers’ perspectives of their inclusive instructional practices will help teacher education programs connect to what motivates teachers’ early experiences in becoming inclusive educators.

Illuminating Inclusive Pedagogy in Thai EFL Classrooms: Critical Perspectives and Practices in Higher Education

Illuminating Inclusive Pedagogy in Thai EFL Classrooms: Critical Perspectives and Practices in Higher Education

The inclusive mindset transformation needs of teachers working in challenging conditions: An examination from the perspective of Activity and Attribution Theory

The study examines the professional transformation and support required by teachers in challenging conditions, particularly those with students affected by forced migration, to implement inclusive pedagogy. Through a case study involving three primary school teachers, data were gathered using individual and focus group interviews, and observations. The study, framed within Activity Theory and Attribution Theory, identified the teachers' needs and the difficulties they face in applying inclusive pedagogy. Findings emphasize the need for mindset transformation and professional development in three areas: internalising inclusive education, recognizing personal empowerment, and gaining experiential knowledge. The study recommends supporting teachers to overcome systemic challenges and promoting a growth-oriented mindset. Future research should include other stakeholders' perspectives and further explore theoretical relationships.

Using Student Narratives to Characterize Inclusive Pedagogy and Inclusive Classrooms in Higher Education

Using Student Narratives to Characterize Inclusive Pedagogy and Inclusive Classrooms in Higher Education

Diving into Diversity: Integrating Intercultural Competence into a PETE Curriculum

This article explores the integration of intercultural competence into one physical education teacher education (PETE) curriculum to address the increasing number of culturally and linguistically diverse children in physical education. Highlighting a potential lack of PETE student preparation, the article recommends adopting a framework based on Deardorff’s process model of intercultural competence. The proposed approach spans four methods courses, aiming to embed culturally relevant pedagogy. Emphasizing the importance of fostering culturally responsive and inclusive physical educators, the framework underscores the need for teacher education programs to enhance intercultural competence, thereby improving the quality and impact of PETE programs.

INEQUALIRY, ONLINE TEACHING AND QUALITY EDUCATION, “EXCLUDING THE EXCLUDED” IN INSTITUTIONS OF HIGHER LEANING IN ZIMBABWE: HOW TO BUILD INCLUSIVE INSTITUTIONS?

The covid pandemic has been marked by negative outcomes locally, regionally and globally. The sudden closure of institutions of learning, copious teaching and learning dynamics emerged giving rise to dire demand for blended learning. The study explores the intersection of gender, socio-economic status, disability as well as online learning and how this impacted on vulnerable learners’ access to quality education during the pandemic and its aftermath. The paper was framed within the exclusion and social justice theoretical frameworks. The design was phenomenological, focusing on the lived experiences of vulnerable female, orphans, those living with disabilities and learners from low socio-economic status. Midlands State University and the vulnerable groups were purposively sampled. Key university informants were officers from information and technology services, the library, Quality Assurance and Professional Development, Disability Resource Centre, student affairs division respectively giving a total of 5 key informants. Focus group discussions were held with 6 orphans from child headed households, 5 male and 7 female students from low socio-economic status from both rural and urban areas and 14 students living with differing disabilities, giving a total of 32 participants. Selection from other vulnerable students beside those living with disabilities was based on voluntariness and the need for a gender matrix. Online teaching and learning created a digital access gap with the most vulnerable experiencing various types of exclusions. To achieve effective teaching and learning, the paper recommends inclusive pedagogies and sustainable learning frameworks that allow the achievement of SDG 4on equitable and inclusive education

Content and Languages Integration: Pre-Service Teachers’ Culturally Sustaining Social Studies Units for Emergent Bilinguals

This qualitative study examines how pre-service teachers incorporate asset-based, multilingual and equity-focused pedagogies, prioritizing students’ funds of knowledge and advocating for culturally relevant and sustaining approaches. Through an analysis of 92 social studies unit plans developed by pre-service teachers in the final semester of their teacher credential program, the study highlights students’ efforts in integrating locally relevant curriculum, translanguaging, and inclusive pedagogies in their teaching. The study emphasizes the transformative potential of integrating linguistic and cultural resources into content area teaching to cultivate inclusive and equitable learning environments for emergent bilinguals.

Preparing Inclusive Early Childhood Educators (PIECE): A conceptualization of multilingualism, English learning, and inclusivity

AbstractThe purpose of this article is to share the examination of inclusivity as a paradigm for fostering authenticity and agency (Moore, 2017) among teacher candidates. This framing challenges the notion of inclusion as a tool of meritocracy used to manage learners through expectations that uphold monolingualism, decenter racial histories, and rely on rigid behavior plans. In this work, the authors interrogate the impact inclusion as assimilation has on English learners' authentic ways of knowing and being. Thus, they present a conceptualization of spaces of difference (Agbenyaga & Klibthong, 2012) within the context of an Inclusive Early Childhood Teacher Education (IECTE) program and the objectives of the Preparing Inclusive Early Childhood Educators (PIECE) project. With its rigorous coursework, clinical experiences, multi‐tiered mentorship, and practice‐based professional development, the PIECE project aims to develop inclusive early childhood educators at the preservice and in‐service levels. Infused throughout the PIECE project is an emphasis on cultivating the knowledge and skills needed to provide high‐quality instruction that improves educational outcomes for English learners (ELs). Frameworks of transformative theory and intersectionality perspectives provided the authors with a grounding for the work within the PIECE project community of learners (i.e., teacher candidates, teacher educators, and school district partners). This article summarizes critical concepts of inclusivity centered in the PIECE project work. These concepts include (1) understanding oneself to look beyond; (2) disrupting notions of normalcy and naturalized language; and (3) reconceptualizing inclusivity as a social justice act.

Teacher expertise in early childhood instruction: Cross-analysis of language policy and culturally sustaining pedagogies with multilingual learners

This qualitative study explores intersections between U.S. language policies (federal and state-level) and instructional practice in early childhood settings for multilingual learners (MLs). We draw on the theoretical framework of culturally sustaining pedagogy to engage in a critical content analysis of U.S. federal and state-level policy from three states. In the cross-analysis of policy and pedagogy, we also examine data from ML teachers’ instructional artifacts, open-ended surveys, and semi-structured interviews. The findings provide insight into how educators draw on culturally sustaining and asset-based approaches to teaching MLs. Additionally, findings demonstrate how ML teachers negotiate policies that prioritize English language and academic achievement and those focused on teaching discrete language skills (i.e., phonological awareness and phonics) by continually centering children’s linguistic and cultural repertoires. Participants in this study advocated for linguistic pluralism in their instruction and as leaders in their schools and communities. The study further illustrates how policies mandate specific aspects of instruction and leave linguistically inclusive pedagogies to individual educators. This tension can be beneficial for educators’ freedom in interpreting and navigating the policy in their classroom but can also create disparities for young learners and their literacy opportunities. The significance implies a need for revisiting early childhood ML teachers’ role in creating policy that fosters linguistic and cultural inclusion in language and literacy teaching.

Which LGBTQ+ Inclusive School Strategies Support LGBTQ+ Student, Staff and Parent Perceptions of School Climate? A Latent Class Analysis

ABSTRACT Lesbian, Gay, Bisexual, Transgender and Queer (LGBTQ+) students, LGBTQ+ staff and LGBTQ+ parents report schools can be unsafe and unwelcoming environments. Yet few studies have explored LGBTQ+ student, LGBTQ+ staff and LGBTQ+ parent perceptions of the school climate simultaneously or adopted person-centered perspectives. The present study sought to identify LGBTQ+ related strategies adopted by schools, and whether these were differentially related to perceptions of school safety and community. Data were collected in 2021 via online sampling of the current Australian school (1,937) students, (124) staff and (75) parents. Four distinct inclusion strategy profiles were identified via latent class analysis: Comprehensive Inclusion, Curriculum & Pedagogical Inclusion, Extracurricular Inclusion and Limited Inclusion. Just under half (48.2%) of schools lacked LGBTQ+ strategies, with participants from these schools reporting greater safety concerns. Our findings suggest that curriculum and pedagogical strategies are likely the most effective and should be a key focus for improving the school climate. Schools that employed LGBTQ+ affirming practices and included LGBTQ+ resources and activities, like Gay-Straight Alliances (GSAs), saw improved perceptions of safety and community.

Welcoming Writers, Welcoming Instructors

Canadian scholars increasingly recognize the importance of diverse and inclusive writing pedagogies to welcome students of various races, languages, orientations, genders, and abilities. Yet, if instructors do not feel welcomed into using the tools of antiracist and decolonial writing pedagogies, they often will not use them, and many feel very new to the task. Using microlevel language policies (in both direct and indirect ways) can be a helpful way to integrate these pedagogies into writing instruction effectively; they can help instructors to both signal and live out their commitments to inclusive writing pedagogies. In this paper, I will use analytic and reflective methodologies to explore my assignment of an argumentative paragraph and the processes around it to demonstrate some simple, effective ways writing instructors can integrate antiracist and decolonial writing pedagogies into their teaching. Ultimately, I demonstrate that multimodal assignments can encourage linguistic, digital, and textual diversity in student writing and are thus vital to inclusive pedagogy.

INFLUENCE OF INCLUSIVE PEDAGOGICAL PRACTICES ON STUDENTS ACADEMIC ACHIEVEMENT IN PUBLIC SECONDARY SCHOOLS IN GATSIBO DISTRICT, RWANDA

Background:The most popular strategy for meeting every childs educational needs is inclusive education. Teachers in industrialized and developing nations have different perspectives on inclusive practice. The general objective of this study is to assess the influence of inclusive pedagogical practices on students academic achievement in public Secondary schools of Gatsibo District, Rwanda. Specifically, the study focused on to examine effectiveness of inclusive lesson planning on students academic achievements, to examine the influence of inclusive lesson evaluation on students academic achievement, and to ascertain the relationship between inclusive pedagogical practices and students academic achievement in public Secondary schools of Gatsibo District, Rwanda. Materials and Methods:This study employed a quantitative with descriptive research design. Target population was with 121 teachers and head teachers including19 teachers and one head teacher from G.S. Nyarubuye, 34 teachers and one head teacher from G.S. Bihinga, 34 teachers and one head teacher from G.S. Nyamirama and 30 teachers and one head teacher of G.S Nyakayaga. The census sampling technique was applied where all entire population of 121 participants were taken as sample size of the study. The instrument for gathering data was a structured questionnaire. Using the Statistical Package for Social Science (SPSS) version 26.0, the acquired data was examined descriptively. Inferential statistics will be shown to illustrate the link between the variables. The tables frequencies, means, and standard deviations will be used to display the results. This research was quantitative approach, the results were presented relied on research objectives. The research adopted a regression equation to establish the influence of inclusive pedagogical practices on students academic achievement in Public secondary schools. Results:On the effectiveness of inclusive lesson planning on students academic achievement in Public secondary schools, the results of data analysispresented that the overall mean was 4.14 that was between agree (4) and strongly agree (5) which presented that there was a significant effectiveness of inclusive lesson planning on students academic achievement in Public secondary schools. On the influence of inclusive lesson evaluation on students academic achievements in Public secondary schools, the resultsshowed that the overall mean was 4.34 that was between agree (4) and strongly agree (5) which presented that there was a significant influence of inclusive lesson evaluation on students academic achievements in Public secondary schools. The results of data analysisshowed that the relationship between inclusive pedagogical practices and students academic achievement was .947** whichpresented that there was a statistically significant relationship betweeninclusive pedagogical practices and students academic achievement in Public secondary schools. The results presented that the variables were statistically significant with regression mean square of 102.587 and residual mean square was 0.099 while F=1035.116 and P-value =.000b that concluded that there was a significant relationship between inclusive pedagogical practices and students academic achievement in Public secondary schools of Gatsibo District, Rwanda. Conclusion:Researcher suggested that teachers should apply the inclusive pedagogy in their teaching and promote the behavior that encourage students and create the friendship between teacher and students, this will promote the students academic achievement in Public secondary schools.

Autonomous 4? Learners’ Collaborative Problem Solving in Chamber Music Rehearsals With and Without a Coach

This investigation explored collaborative problem solving with and without a coach by analyzing problem-solving (PS) and problem-solving-prompting (PSP) behaviors by group members and coaches in six total coached rehearsals with three collegiate string quartets, and six autonomous rehearsals with the same string quartets. Teachers’ and learners’ PS and PSP behaviors were compared in three settings: autonomous chamber music rehearsals, chamber music rehearsals with a coach, and one-to-one instruction. Coaches and students performed the same problem-solving component behaviors and most of the same PSP behaviors as observed in one-to-one instruction and in rehearsals of a professional chamber ensemble. As in one-to-one instruction, coaches could engage learners in problem solving, and in this setting invite them to collaborate with one another, by asking questions and varying the specificity of feedback and directives. Coaches’ Attention Directives preceded the most learner problem solving and collaborative engagement. During autonomous rehearsals learners often switched leadership roles fluidly, often prompting one another to problem solve. Implications for a pedagogy of coaching and inclusion of small ensembles within music education are discussed.

Recommendations for Integrating Anti-Racist and Inclusive Pedagogy Strategies into Doctoral Teaching Training in Public Health

Greater use of antiracist and inclusive pedagogy is necessary to address racism in public health education. To effectively prepare the next generation of public health faculty who can support diverse cohorts of students in developing the skills needed to promote health equity, such pedagogies must be integrated into doctoral teaching training. Based on our experiences as co-instructors and student of a doctoral-level course on teaching public health, we offer recommendations for integrating antiracist and inclusive pedagogies into doctoral teaching training. First, integrating student voices, such as letters to academic institutions demanding changes to address institutional racism, can prompt reflection and discussion on how doctoral students’ teaching can contribute to antiracist work. Second, pedagogy courses offer the opportunity to model inclusive teaching strategies that value the participation and perspectives of all students. Third, mentored teaching experiences provide doctoral students opportunities to meaningfully engage in course preparation and delivery, including reflexive consideration of positionality in the context of the course. Fourth, instructors and doctoral students must engage in ongoing and collaborative learning, reflection, discovery, and accountability. We encourage public health programs to assess how antiracist and inclusive pedagogies fit into doctoral teaching training and implement further steps to better prepare future faculty to become antiracist educators.