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INCLUSIVE EDUCATION, PEDAGOGY AND PRACTICE

The policy of inclusion in schools is being implemented in countries around the world. This development challenges teachers to search for pedagogy and practices that will strengthen their professionalism in addressing diversity in their classroom. In this chapter inclusion is emphasized as an ongoing and never-ending process. It is grounded in the ideologies of social justice, democracy, human rights and access to education for all. Inclusion is discussed in three terms: (i) as inclusive education that stands for the process of increasing participation and decreasing exclusion; (ii) as inclusive pedagogy that focuses how to teach in inclusive schools; and (iii) as inclusive practice that stands for how the concept of inclusion acquires meaning in practice. Furthermore the chapter describes key methods for developing inclusive practice as teachers prepare teaching, as they teach and collaborate with others. Science education is important for everyone and therefore it is critical to develop equitable opportunities for all pupils to achieve and be successful in the subject.

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In this paper, we offer a brief review of six pedagogical and theoretical approaches used in education and science education that we grouped as inclusive pedagogies. Though not an exhaustive list, these pedagogies are more commonly used in educational research and have commonalities yet are distinctive in some ways. They collectively contribute to making science teaching and learning more inclusive to a broader population of learners, such as students from diverse cultural, linguistic, and social backgrounds and students with physical and learning differences who have traditionally been marginalized in learning science. Furthermore, these inclusive pedagogies aim to decrease educational inequities and raise the level of academic rigor and access for all students. Finally, we discuss ways these inclusive pedagogies can be extended to address reform efforts in science education. Inclusive Education: An Umbrella Term Inclusion is a philosophy based on social justice that advocates for ...

RISTAL Research in Subject-matter Teaching and Learning, 2020

In the last decades, subject-matter education (Fachdidaktik) has been addressing the idea of inclusion rather incidentally. Although inclusive teaching and learning became more and more prominent in research and practice, a theoretical scheme combining inclusive pedagogy with respective subject-specific characteristics is still missing. This article by members of NinU ("Netzwerk inklusiver naturwissenschaftlicher Unterricht"/"Network Inclusive Science Education") focuses on this challenge with science as an exemplary subject. To systematically combine the two perspectives, the article presents selected and significant characteristics of inclusive pedagogy and science education, before a scheme is suggested adjoining the two perspectives. NinU itself, as well as the presented scheme, can serve as a successful example of cooperation beyond disciplinary boundaries. Educators of other subjects are invited to identify significant aspects of their own subject that could be brought together with inclusive pedagogy in the same manner.

African Journal of Educational Studies in Mathematics and Sciences, 2019

The research was a case study designed to investigate inclusive education practices in a science class at a Basic School in Winneba, Ghana where inclusive education is practiced as in all ten regions. The sample for the study consisted of one head teacher, a science teacher, three interpreters and one resource teacher from the Basic School. The main instruments used for data collection were questionnaires, informal interviews and observations. Findings showed that the teacher and interpreters both prepared for science classes having the special needs in mind. However, about half of the respondents, upon interaction with them, demonstrated that they earnestly did not have the expertise to organise inclusive science classes. Team preparation and teaching was highly practised for support. It was recommended that they use multi-media technologies, attend teacher development programmes, and use their limited teaching resources to augment their teaching skills as they are mostly not used. Since the study was conducted in only one inclusive school, the findings may not be for generalization.

Inclusion is an approach and procedure with philosophical, political, educational and social dimensions. The aim of inclusive education is to eliminate school and social exclusion. The framework places schools are at the centre of inclusive education. In this context, inclusive pedagogy refers to the ways that courses, classroom activities, curricula, and assessments consider issues of diversity in an effort to engage all students in learning that is meaningful, relevant, and accessible. This article constitutes a literature review and the purpose is to offer a pedagogical conceptual and applied for status on inclusive education and teaching. The paper is organised in a brief description of the historical events, new trends and a discussion of the current situation for pedagogical processes and actions that contribute to ensuring the success of all the students. The overall approach of the paper is to contribute to the ongoing debate on the current description and value of inclusive education and pedagogy with emphasis on the social model of disability and human rights.

In G. Nagarjuna, A. Jamakhandi and E. Sam (Eds.). Proceedings epiSTEME5: International Conference to Review Research on Science, Technology and Mathematics Education, 2013

The paper reports the historical background of inclusion in education and the status of inclusion in education in India. The article concludes that in spite of several efforts by the Government and other educational agencies in India, the dream of inclusive education for all students with differential abilities-disabilities or belonging to any social or cultural group remains unfulfilled. When focussing on science education, one finds that there is a lack of data on status of students from different marginalised backgrounds in science education, yet from the little data found it is evident that science education is not inclusive. The possible reasons seem to be: lack of positive attitude towards inclusion; lack of institutionalisation of strategies which have been made by isolated educators to make science inclusive; lack of use of adaptive technologies and low expectations in science from students with disabilities.

European Journal of Education and Pedagogy, 2022

This article is a theoretical essay that revisits the concept of inclusive education and places teachers at the heart of the educational commitment of all schools, which means, quality education for all students. The teacher's knowledge, attitudes and values influence the building of a learning environment that facilitates a focus on the needs of each student, placing the student in the middle of the edification of an inclusive school. In this article, we will, on one hand, value the need for the teacher to move towards the development of differentiated pedagogical practices in the classroom, where pedagogical differentiation, as a principle of positive discrimination, is a way of guaranteeing equal opportunities in accessing teaching and learning. On the other hand, we will also consider reflective practice as a privileged resource for the teacher to develop new skills and knowledge. Teachers who reflect on their practices tend to adopt professional attitudes that lead to self-critique, commitment, responsibility, and autonomy. Being a reflective teacher is a pathway to the birth of a different teacher; a teacher capable of improving teaching competencies by creating learning opportunities that will facilitate the implementation of different methodological approaches.

Mediterranean Journal of Social Sciences

Since the advent of the philosophy of inclusion and the inception of inclusive education, following a number of international developments such as the signing of the Salamanca Statement in 1994, attempts worldwide to define the elusive concept of inclusive pedagogy have been largely unsuccessful. This qualitative study therefore seeks to highlight the state of current debates around the development of the notion of inclusive pedagogy, its definition, conception and operationalization. A detailed review of the current literature was conducted to synthesise a conceptual framework. Interviews were conducted with six purposefully selected inclusive practitioners in secondary schools in one education district of South Africa. An inductive analytical framework was used to analyse the data. The main findings of the study indicate that there is no universally accepted definition of inclusive pedagogy but that its meaning is contextually, philosophically and operationally determined. The study demonstrates that more research is required to redefine the notion of inclusive pedagogy.

IDEAL, 2017

Introduction: “Strength lies in diversity, not in similarities. The class with diversity can ignite multiple minds for new ideas and imaginations to explore. Teacher just need to tap-in the right understanding creatively at the right moment.” – Dr. S. Reshma Everyone has something unique about them to bring to the table, and with everyone’s strengths being used together they can make anything better. One single person can’t always do things alone and with the different talents of a diverse community something with potential can be strengthened. Hence quality education can be provided only if all these diversities are brought together towards the excellence in classroom. Inclusive pedagogy can be helpful in improving the quality of mainstream education by reducing variability in practice. The inter-related problems of the educational inequality are addressed by inclusive pedagogy, such as: a) that it needs additional support, b) the disproportionate statistical representation of certain minority groups in special education; and c) some of them which are associated with professional and pedagogical strategies based on the organizational planning and output. If inclusive pedagogy is introduced in the diverse classroom of multiple intelligences than surely the output depends on the teacher as how s/he takes the class forward and how all the students are involved into the teaching-learning process. There may be differences in output of the diversified classroom teaching-learning process depending on the teacher’s lesson plan, involvement, and creative inputs. The School needs to design such curriculum and teacher needs to design her lesson plans accordingly to take all her / his students together towards the common goal of intellectual and academic achievement. Inclusive pedagogy extends opportunities to learn by reducing the marginalization that can occur when some students are treated differently to others. The teacher needs to develop the understanding of inclusive pedagogy as a new approach towards the diversified classroom teaching as the need of an hour for the growing and developing generation-next. Conclusion: If ‘Education for All’ is present social requirement, than inclusive pedagogy and diversified classrooms can be the answer to it. Inclusive pedagogy can help the educator to think beyond the regular classrooms converting it into diversified classroom where learning difficulties of the learner will not matter, what will matter is just the healthier and intellectual output with real life applications which can build up the strong confident individuals towards education excellence and developing society. In general, the inclusive pedagogical approach aims to avoid the problems and stigma associated with marking some learners as different, thereby getting equal opportunity in understanding, creative thinking, exploring the imaginations and envisioning their dreams towards reality. The educators need to practice and address the issue of inclusion in their regular classrooms converted to diversified classrooms thereby reflecting it in their knowledge, attitudes and beliefs about learners and learning, as well as in the things that they do and the responses that they make when the students they teach encounter barriers to learning—that determines their inclusive pedagogical approach. The common goal of all educators thoughtful of ‘Education for All’ and ‘Child Rights’ should be to bring all students together irrespective of their disabilities, learning differences, economic poverties, gender differences; and build a classroom community where every child is valued and is able to reach their potential. Also, rejecting the thinking as ‘the presence of some will hold back the progress of others’. Rather than seeing deficiencies in learner, educators should develop new ways of working with diversified classrooms taking it as a professional learning challenge. Inclusive pedagogy means being able to deal with all the learners in the classroom, addressing all learners’ needs within same pedagogic space. Inclusive pedagogy and diversified classrooms can be developed by: providing a range of options which are available to everybody; responding to difference in ways that respect the dignity of each child in the classroom; and, taking responsibility for all learners. Inclusion is not just about students with ‘differently-abled’ or ‘special-needs’. It is about considering all students (including cultures, identities, languages, and abilities), in the same classroom which can be called as diversified classroom – unique approach towards learning-centered pedagogy – an ‘inclusive pedagogy’.

British Educational Research Journal, 2010

This paper reports on a study designed to examine teachers' craft knowledge of their practice of 'inclusion' in terms of what they do, why and how. The research approach offers an important alternative to studies of students with 'additional needs' and the search to articulate the specialist knowledge and skill required to teach them. Through classroom observations and interviews with 11 teachers of students across the full age range in two Scottish primary schools, we investigated how teachers make meaning of the concept of inclusion in their practice by exploring theoretical assumptions drawn from the literature about inclusive pedagogy. The analysis enabled us to identify practical examples of inclusive pedagogy that met the standard of extending what is generally available to everybody, as opposed to providing for all by differentiating for some. Examples of the inclusive pedagogical approach are provided.

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