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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 underpin...
Contexts in source publication
Context 1
... was validated in a study which evaluated the long-term impact of a PD initiative on teachers' professional learning in five primary schools in the Irish context (King 2014). The framework includes key criteria to consider when planning and evaluating professional learning (Figure 1). The 'Levels of Use of New Practice' (Figure 2) is included in the framework to support the evaluation of changes in teachers' practice and was used in the analysis of the research findings in this study. ...
Context 2
... of observation and interview data evidenced that the IPAA framework was effective in supporting seven of the class teacher participants to enact an inclusive pedagogical approach at a critical level and one participant at a technical level (Figure 2). Teacher professional learning relating to the three assumptions outlined in the IPAA (Figure 1) was discernible in the research findings. ...
Context 3
... university-school partnerships could support teachers who have engaged in postgraduate studies in inclusive education to facilitate collaborative inquiry for inclusive pedagogy in their own contexts. The conceptual framework underpinning this study (Figure 1) presents a model to guide the development of such teacher professional learning. Furthermore, school leaders must encourage open dialogue within schools that explores difference and diversity and how it can be addressed in a way that is inclusive for all (Mac Ruairc 2013). ...
Citations
... Practitioner cognition is viewed as having personal, situated and distributed dimensions within nested activity systems at classroom, organisation and community levels (Opfer and Pedder, 2011), with fundamental shifts in cognition emerging from these "practice-complexes" (Watson, 2014). This is conceptualised as reciprocal interaction between new knowledge, reflection on existing beliefs and assumptions, and experimentation with practice that aids retrieval of what has been learned and ensures its practical application (Brennan et al., 2019;Rouse, 2008). ...
... Research into the enactment of inclusion in educational settings tends to use a mixed methods approach which incorporates talking to practitioners and learners with observations of practice (Brennan et al., 2019). A limitation of this study, therefore, is that it gained information from practitioners' descriptions of practice only and did not combine this with information gained in other ways, mainly because of restrictions on data collection during the COVID-19 pandemic. ...
... Despite this, it is believed that important implications for practice emerge from the findings of this study, most particularly that critical reflection, particularly on lived experience, constitutes an essential element of professional learning in relation to Autistic learners. Difficulties with educational inclusion for this group have prompted calls for the greater use of specialised practices (Brennan et al., 2019;Ravet, 2018), but it is possible that more input into professional learning particularly of Autistic people's perspectives and experiences as they describe them is the key to educational change in this area. ...
Purpose
Professional learning has been highlighted as critical to improvement in educational practice for Autistic learners. Empirical evidence about what is effective for professional learning in education suggests it is a “bottom-up” process of intellectual, practical and emotional engagement and application of new knowledge to specific contexts. The purpose of this study was to gather information about postgraduate professional learning that sought to combine lived experience with reflection on practice in a critical pedagogy approach for practitioners working with Autistic learners in post-16 education.
Design/methodology/approach
Participants in the study represented all further education (FE) colleges in Wales and included experienced teachers and leaders, most of whom have a role focused on inclusion and learning support within their setting. Two phases of data collection were carried out, namely, a baseline survey ( n = 36) and follow-up interviews ( n = 15) at the end of the year of study. Interviews explored personal experiences of learning, knowledge and beliefs about practice and change in this respect and professionals’ priorities for the development of practice.
Findings
Findings present information gathered from the interviews and indicate that the course did not provide practitioners with new knowledge about autism but supported the development of more nuanced understandings of autism and more professional confidence about practice. However, familiarisation with lived experience and critical reflection on practice were described as supporting the questioning of basic assumptions and greater appreciation of the nature of difference for Autistic learners.
Originality/value
Study findings reframe what should be considered the focus of support practices for Autistic learners in FE.
... In particular, networks of teachers and learning communities, as socio-constructivist approaches, are efficient approaches that lead to effective online professional development (Ní Shé et al., 2019). Such approaches can contribute to the sustainability of new practices over time (Brennan et al., 2019). Only 8.8% of respondents engaged in online university-related programs. ...
... However, such forms of professional cooperation have proven to be most beneficial for teachers since this type of cooperation implies a high degree of interdependence ( Johnston & Tsai, 2018;Little, 1990, according to Markočić Dekanić et al., 2020. Bhrion et al. (2020) highlight effective school administration that can support teacher change by creating a culture of professional development and collaboration within the school as a contextual factor influencing participant engagement and the application of what is learned at the school level (Brennan et al., 2019;Curry, 2008;Jensen et al., 2016;King, 2016). ...
Communication in companies is essential to achieve the set goals of the company. If all team members are not equally committed to achieving organizational goals, they will not be achieved or will not be achieved to the extent planned. With the joint action and effort of all employees and managers, the synergy effect in companies will be more significant, and the involvement of all workers. Without communication, it would be impossible to achieve the set goals in companies, the desired planned profit and customer satisfaction, or customers. Managers are responsible for the communication process in companies, and all stakeholders in the communication process, all employees, are co- responsible. When there are “noises” in communication, then communication in the company is one-way, which reflects very quickly on the business process and ultimately on the company’s profits and customer or customer satisfaction. Communication between co-workers or co-workers and managers is not twoway but one-way, inefficient, even stressful, and harmful. The scientific contribution of this paper is to determine the reasons for unclear, one-way, or even harmful communication in the company between employees and their superiors, from the point of view of employees and find out and define possible ways to improve the communication process of employees with their managers. There is no statistically significant difference between the sexes of the respondents with the respondents’ attitudes about the importance of communication in their workplaces. A high percentage of respondents stated that communication in their workplaces is essential. The success of managers’ communication with employees is not related to a higher executive education level. As the leading reason for unsuccessful communication of managers with employees, respondents state the lack of time of managers. They also state that the first way to improve the communication process is for managers to find time to communicate more often with employees, individually, and more often by organizing meetings with employees and asking employees how they feel.
... This is reflected in an increased emphasis on equity and quality education for all as evidenced in international policy such as the United Nation's Education 2030 Framework for Action (United Nations Educational & Scientific and Cultural Organization [UNESCO], 2016). However, system level change such as this requires policies and actions at macro, meso and micro levels to make this happen, reflecting the need for leadership (Ainscow, 2020;Brennan et al., 2019;Chapman et al., 2012) and professional learning (Florian & Spratt, 2013;King, 2017) at all levels of the system. Change may be technically simple, but it is socially complex (Ainscow, 2020). ...
... Change may be technically simple, but it is socially complex (Ainscow, 2020). This paper focuses on the development of teacher leadership for inclusion among early career teachers in the absence of much literature on leadership development of early career teachers (Forde et al., 2018) or evidence of transformative models of professional learning and development to support teachers as leaders for inclusion (Brennan et al., 2019). ...
... Inclusion and equity require a collective will to make it happen (Ainscow, 2020;Chapman et al., 2012), a commitment to the values and beliefs around inclusion (Florian & Spratt, 2013;Kugelmass, 2001) along with collaborative practice, as developing inclusive schools is a social process (Chapman et al., 2012;Ní Bhroin, 2020). This not only requires professional learning models that support sustainable processes to allow for the development of leadership for inclusion (Brennan et al., 2019), it also involves collaborative interactions within and across spaces and contexts (Ainscow & Sandill, 2010). Though a focus on inclusion and equity may appear technically simple, it has implications for leadership and professional learning. ...
This paper explores leadership learning of seven early career teachers who attended eight leadership for inclusion community of practice (LIn-CoP) workshops in the Republic of Ireland. A meta-model approach was used to inform this research drawing upon a community of practice approach using participatory action learning action research processes, evidence-based frameworks of teacher leadership development (focused on growth as a teacher, researcher, leader and personal growth) and the six facets of equity to support inclusion. Findings attest to enhanced individual competencies; growth as a teacher, researcher, leader and personal growth, with no one growth aspect more important than another. This paper adds to the existing research showing how certain growth aspects were more aligned to evolving needs at particular points in a teacher’s professional learning journey. Furthermore, growth was influenced by teachers’ personal and contextual challenges and needs thus questioning existing research on the use of the leadership development framework within PLCs in schools. Findings contribute empirical evidence of leadership learning among early career teachers, when prospectively using the framework, within a school university partnership model. The study answers the call for research into models of professional learning to empower teacher leadership through using the meta-model of professional learning.
... Spratt and Florian (2014, p. 90) argue that inclusive education now encompasses "all learners who may be excluded or marginalised by the processes of schooling." Brennan et al. (2019) support this perspective, arguing that inclusive pedagogy avoids the exclusion of any learner. The PDST Primary STEM team is tasked with supporting teachers in realising inclusive pedagogy for all pupils in primary mathematics, science, and the STEM disciplines. ...
... Professional development is central to supporting teachers in understanding and implementing inclusive pedagogy in primary mathematics. Brennan, King and Travers (2019) affirm this perspective when they assert that "teachers need to be effectively supported in developing their understanding of inclusive pedagogy in order to challenge hegemonic assumptions about difference and to develop inclusive practice." (p.4). ...
... Despite this principle informing educational policy formation in many western countries, the actual practice of the inclusion of SEN learners is not always consistent with policy. It depends on teacher perceptions and understandings of inclusion and attitudes towards SEN learners presenting in the mainstream setting (Brennan et al., 2019). Perceptions, attitudes, and understanding of SEN pupils and their needs significantly impact the success or otherwise of the inclusion process in educational contexts and, particularly, a willingness among school personnel to contribute to the inclusion process (Skidmore, 2004). ...
With an increasing focus on STEM (DES, 2017) and mathematics education (DES, 2011) in Irish preschool education contexts, this paper reports on the findings of a qualitative study which explored the beliefs and self-reported practices of eight early childhood educators in relation to mathematics in preschool settings. This paper focuses in particular on the answers of participants to questions focusing on educator ‘noticing’: educator recollections of observations of mathematical concepts in children’s free play and their responses to them. Findings show that while participants could recall mathematical aspects of children’s free play or interests, these were not always responded to, or if responded to were responded to in a non-mathematical way. These findings align to those in international research and contribute to the gap in the research context in relation to mathematics in Irish preschool settings.
... The trend for developing PLCs for school improvement in the US during the 1980s and later in the European context did not extend to using PLCs to develop inclusive school practice. The lack of attention to PLCs for inclusive education in policy discourse is myopic considering that collaborative PLD can support whole-school reform (Harris & Jones, 2010) and PLCs have shown to result in enhanced efficacy and practices related to inclusive practice in schools (Brennan, King, & Travers, 2019;Pugach & Blanton, 2014). This paper addresses this research gap by building on a previous qualitative case study with eight classroom teachers and two school leaders in an urban primary school who engaged in a PLC for inclusive practice facilitated by the lead author (Brennan et al., 2019). ...
... The lack of attention to PLCs for inclusive education in policy discourse is myopic considering that collaborative PLD can support whole-school reform (Harris & Jones, 2010) and PLCs have shown to result in enhanced efficacy and practices related to inclusive practice in schools (Brennan, King, & Travers, 2019;Pugach & Blanton, 2014). This paper addresses this research gap by building on a previous qualitative case study with eight classroom teachers and two school leaders in an urban primary school who engaged in a PLC for inclusive practice facilitated by the lead author (Brennan et al., 2019). It draws on findings from revisiting the same school two years later to explore if and how teachers can sustain inclusive practices over time, as research has previously confirmed the lack of evidence of sustainability of practices arising from PLD in the longer term (Jones, 2020;King, 2014King, , 2016. ...
... This emphasis on collaborative practice aligns well with the call for social learning processes (Ainscow & Sandill, 2010) to support inclusion. Adopting this view and exploring research related to PLCs for inclusive practice revealed a gap (Pugach & Blanton, 2014), which led to the first phase of this research study reported in Brennan et al. (2019). This involved one of the researchers undertaking a study to explore the impact of a PLC on teacher professional learning for inclusive practice in a primary school in the RoI. ...
The literature supports transformative models of professional learning and development (PLD) such as professional learning communities (PLCs). However, there is a research gap relating to PLCs for inclusive practice. This paper draws on findings from a qualitative study with 10 teachers in an urban primary school in the Republic of Ireland, who engaged in a PLC for inclusive practice facilitated by one of the researchers. Two years later the researchers undertook semi-structured interviews with nine of the original participants and five classroom observations to explore if and how teachers can sustain inclusive practices in changing times. The findings evidenced sustained changes in teachers’ individual and collaborative practices, affirming an argument that PLCs can support teachers to develop and sustain inclusive practices in the longer term. This paper offers a conceptual framework for prospectively planning PLCs to narrow the values practice gap for inclusive practice.
... The above mentioned flashbacks evidence there is further need for critical, counter-hegemonic, inclusive, and intersectional pedagogies which challenge all teachers and learners to learn how to live in diversity (Brennan et al., 2019;Connet, 2020;Giroux, 2020;. Tension is bound to arise and so is human interdependency. ...
This chapter describes the result of changes made to year one undergraduate programmes to be all inclusive at one English medium instruction (EMI) institution within China. Recognising the similarities in the skills and techniques used to teach students the language and successful study skills, and students with dyslexia, this chapter draws on both a multi-sensory and a technology led approach. It highlights how compulsory (credit-bearing) English for academic purposes (EAP) modules, and associated teaching techniques, have been adapted to take into account issues related to students with dyslexia, enabling them to perform on an equal footing with other students. The positive impacts on progression rates for EAP modules, as well as migration of the teaching techniques into degree content classes are also highlighted, emphasising the wider impact on learning and teaching within the university and beyond.
... This may rarely happen in courses which are not inclusive (e.g., Chapter 15) or when the learners' tasks do not live up to the pedagogical aims stated in their course books (e.g., Chapter 5). 7 which challenge all teachers and learners to learn how to live in diversity (Brennan, King, & Travers, 2019;Connet, 2020;Giroux, 2020;Paiz, 2019;Stadler-Heer, 2019). Tension is bound to arise and so is human interdependency. ...
The aim of this chapter is to analyse the contributors’ chapters included in the volume regardless of whether they focus on diversity in terms of interculturality, special education needs, or gender. The analysis is driven by five questions: (1) Who are the direct beneficiaries of teaching approaches that focus on diversity? (2) Who else may benefit from a diverse learning context? (3) What actions have been carried out to bring diversity into teaching? (4) What else can practitioners do to contribute to diversity in ELT? and (5) What are the future directions in the ELT agenda concerning diversity? The answers to the questions bring together different conceptualisations of diversity and invite readers to reflect not only on the present but also on the future of diversity in ELT. Implications for pedagogy and research are included.
... They conclude teachers must feel adequately trained and display a positive attitude toward inclusion, if this is to be realised in daily classroom life. Brennan, King, and Travers (2019) noted increasingly positive attitudes toward learner achievement after implementing more flexible strategies in the mainstream classroom, following support sessions teacher participants received using the Inclusive Pedagogical Approach in Action (IPAA). ...
... These may include flexible grouping strategies, children's access within the classroom and differentiation through tasks. While much has been documented about teacher attitudes, approaches to teaching, and challenges teachers may encounter, research into specific inclusive strategies and pedagogical approaches proven to be effective in meeting pupil needs is limited (Brennan, King, and Travers 2019;Lindsay et al. 2014). ...
... Teachers must focus on what is to be taught and how, rather than who is to learn it, and eliminate preconceived notions of achievement so all children take responsibility for their own learning through choice (Florian and Black-Hawkins 2011). Second, inclusive pedagogy involves teacher belief in transformability (Brennan, King, and Travers 2019), the notion that children's academic capabilities are not pre-determined, and all children have potential to progress and succeed. Teachers must focus on each child's strengths and implement strategies that encourage collaborative work without judgments based on ability (Florian and Spratt 2013). ...
Inclusion is an expectation of all mainstream schools across England yet research into strategies concerning how teachers and teaching assistants facilitate effective inclusive practice remains limited. This study explores the enactment of Florian and Black Hawkins (2011. “Exploring Inclusive Pedagogy.” British Educational Research Journal 37 (5): 813–828) approach to inclusive pedagogy through the lens of teachers and teaching assistants working with children across year 4 within one primary school in London to redress this balance and identify any challenges they may encounter with this approach. Thematic analysis of semi-structured interviews revealed several key themes: whole-class approaches; emphasis on learners’ capabilities; flexibility; commitment to ongoing professional development; diversity of needs; TA interventions; and ability-based tasks. While practitioners exemplified inclusive pedagogy on a regular basis it was difficult to implement in all aspects of classroom life, given the complex nature and diverse range of needs they encountered in mainstream classrooms. The importance of acknowledging individual needs was recognised and some key strategies to accommodate these without causing feelings of marginalisation were highlighted. Practitioners voiced positive experiences and placed great value on, working flexibly with one another to create welcoming environments for all children yet the effective deployment of TAs was not consistently realised.
... In the field of actions, there is scientific evidence about practices based on inclusive pedagogy that identify effective didactic proposals: flexible teaching, active learning, teachers who encourage the sharing of beliefs, knowledge and experience among students, constant feedback, high expectations and respect for the different learning styles. Other studies propose that teaching for inclusion should involve the development of practices in which any student can participate and where the different ways of feeling, thinking and acting are respected (Brennan, King, and Travers 2019;Lawrie et al. 2017). Some authors propose specific pedagogical strategies that involve every student: research approaches including simulations, problem-based learning, flipped classroom (Loizou-Raouna and Lee 2018), work projects, and the use of different technological resources for learning (Gómez and Badia 2016). ...
This article describes the beliefs, knowledge, designs and actions of primary education teachers who carry out inclusive pedagogy. We gathered the data using two semi-structured interviews. Twenty-five primary education teachers participated in the study, from eleven Spanish urban public schools. The results covered four topics: beliefs, knowledge, designs and actions for the learning of all students. We observed that teachers who apply inclusive pedagogy believe in the richness of diversity, use a student-centred learning approach, consider the affective and emotional aspects of learning, and base their teaching on active methodologies. This study provides examples of “good teachers” who may inspire others.
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... The above mentioned flashbacks evidence there is further need for critical, counter-hegemonic, inclusive, and intersectional pedagogies which challenge all teachers and learners to learn how to live in diversity (Brennan et al., 2019;Connet, 2020;Giroux, 2020;. Tension is bound to arise and so is human interdependency. ...
This edited book provides professionals in the field of English Language Teaching (ELT) with a situated and culturally-responsive account of diversity and inclusion in English language education, from primary to higher education and in a wide range of settings. The volume focuses on three overlapping areas: interculturality, special education needs, and gender. The chapters in each section seek to help readers reflect on the opportunities and challenges of diversity as a step towards inclusive practices, and raise awareness of critical topics across the curriculum and beyond by engaging in wider social issues. This book will be of interest to language teachers and teacher trainers, as well as scholars working in applied linguistics, higher education, intercultural studies, and related fields.
Darío Luis Banegas is a Lecturer in TESOL in the University of Strathclyde and an Associate Fellow with the University of Warwick, UK. His main teaching and research interests are CLIL, action research, and initial English language teacher education.
Griselda Beacon is a Lecturer in Literature at Universidad de Buenos Aires and at several teacher training colleges in Buenos Aires, Argentina. A NILE (Norwich Institute for Language Education) trainer in the UK, she has an MA in Literature from Philipps-Universität Marburg, Germany. Her interests include literature and intercultural education.
Mercedes Pérez Berbain is a former Lecturer in Teaching Practice at Joaquin V. Gonzalez College of Education, Argentina. She holds an MA in Education from Oxford Brookes University, UK and is involved in CPD (ESSARP, OUP, Pilgrims). Her main interests include teaching young learners and teacher development.
