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Supporting the enactment of inclusive pedagogy in a primary school

Brennan, Aoife ORCID: 0000-0002-7193-5589, King, Fiona ORCID: 0000-0001-5749-1435 and Travers, Joe (2019) Supporting the enactment of inclusive pedagogy in a primary school. International Journal of Inclusive Education, 25 (13). pp. 1540-1557. ISSN 1464-5173

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Abstract

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 underpinned by a conceptual framework which combines an inclusive pedagogical approach and key principles of effective professional development (PD) arising from the literature, which informed the development of a professional learning community (PLC) for inclusive practice in a primary school. The impact of the PD on teachers’ professional practice was explored using an evidence-based evaluation framework. Analysis of interview and observation data evidenced that engagement with inclusive pedagogy in a PLC, underpinned by critical dialogue and public sharing of work, positively impacted teacher attitudes, beliefs, efficacy and inclusive practice. This research offers a model of support for enacting inclusive pedagogy.

Item Type:Article (Published)
Refereed:Yes
Uncontrolled Keywords:Inclusive pedagogy; inclusion; teacher education; teacher professional learning; professional development; professional learning communities
Subjects:Social Sciences > Education
DCU Faculties and Centres:DCU Faculties and Schools > Institute of Education > School of Inclusive & Special Education
Publisher:Taylor & Francis
Official URL:https://dx.doi.org/10.1080/13603116.2019.1625452
Copyright Information:© 2019 The Authors. Open access (CC-BY 4.0)
ID Code:27784
Deposited On:23 Sep 2022 15:22 by Thomas Murtagh . Last Modified 26 Sep 2022 11:30

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