Inclusive pedagogy : from learning to action. Supporting each individual in the context of 'everybody'

Abstract This paper draws from a novel study of graduates from a one year Professional Graduate Diploma in Education (PGDE) course at the University of Aberdeen in Scotland. The study explored how beginning teachers in their various contexts used the theoretical ideas of inclusive pedagogy. Observation and interview data were analysed to reveal linkages between the principles that informed the course and the practices of programme graduates. By drawing on examples from the data that illustrate inclusive pedagogy in action, questions are addressed about how teachers in diverse classrooms create learning environments with opportunities that are available to everybody.

[1]  Morwenna Griffiths.  Action For Social Justice In Education: Fairly Different , 2003 .

[2]  H. Daniels,et al.  Knowledge, values and educational policy : a critical perspective , 2009 .

[3]  L. S. Vygotskiĭ,et al.  Mind in society : the development of higher psychological processes , 1978 .

[4]  Paulo Santiago,et al.  Teachers matter : Attracting, Developing and Retaining Effective Teachers , 2005 .

[5]  Paul R. Thompson.  AUTHOR! , 1982, The Lancet.

[6]  Carol Sue Englert,et al.  Chapter 8: From Deficit Thinking to Social Constructivism: A Review of Theory, Research, and Practice in Special Education , 1998 .

[7]  I. Robeyns.  Please Scroll down for Article Journal of Human Development the Capability Approach: a Theoretical Survey the Capability Approach: a Theoretical Survey , 2022 .

[8]  E. Pomeroy.  The Teacher-Student Relationship in Secondary School: Insights from Excluded Students. , 1999 .

[9]  R. Alexander.  Still no pedagogy? principle, pragmatism and compliance in primary education , 2004 .

[10]  Silvia Micheletta.  John Hattie, Visible Learning. A synthesis of over 800 meta-analyses relating to achievement. London & New York: Routledge (2009). John Hattie, Visible Learning for teachers. Maximizing impact on learning. London & New York: Routledge (2012). , 2013 .

[11]  S. Hart.  A Sorry Tail: Ability, Pedagogy and Educational Reform , 1998 .

[12]  M. Rouse.  Developing Inclusive Practice: A role for teachers and teacher education , 2008 .

[13]  D. Wood.  Self-theories: Their Role in Motivation, Personality and Development. By Carol S. Dweck. Psychology Press, Hove, 1999. pp. 195. £29.95 (hb). , 2000 .

[14]  Lani Florian,et al.  Enacting inclusion: a framework for interrogating inclusive practice , 2013 .

[15]  Lani Florian,et al.  Exploring inclusive pedagogy , 2011 .

[16]  L. Florian.  The SAGE Handbook of Special Education , 2013 .

[17]  J. Valenzuela.  Sociocultural Views of Learning , 2007 .

[18]  Cate Watson,et al.  ‘Part of Who we are as a School Should Include Responsibility for Well-Being’: Links between the School Environment, Mental Health and Behaviour , 2006 .

[19]  L. Florian,et al.  Achievement and Inclusion in Schools , 2024 .

[20]  Christoforos Mamas.  Pedagogy, social status and inclusion in Cypriot schools , 2012 .

[21]  Dylan Wiliam,et al.  Students' Experiences of Ability Grouping—disaffection, polarisation and the construction of failure† , 2000 .

[22]  B. Harry.  The disproportionate placement of ethnic minorities in special education , 2007 .

[23]  Marilyn Cochran-Smith,et al.  Good and Just Teaching: The Case for Social Justice in Teacher Education , 2009, American Journal of Education.

[24]  Curriculum considerations in meeting special educational needs , 2007 .

[25]  Susan Hart,et al.  Learning without Limits , 2004 .

[26]  R. Alexander.  Border Crossings: Towards a comparative pedagogy , 2001 .

[27]  Lani Florian,et al.  Preparing teachers for inclusive and diverse educational environments: studying curricular reform in an initial teacher education course , 2010 .

[28]  John Hattie,et al.  Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement , 2008 .

[29]  Gert Biesta,et al.  Good Education in an Age of Measurement: Ethics, Politics, Democracy , 2010 .