Summary Of Inclusive Pedagogy

Inclusion requirements as discussed in the Florian articles

In Jennifer Spratt and Lani Florian’s article applying the principles of inclusive pedagogy in initial teacher education: from university based course to classroom action, Florian and Spratt discuss the inclusion requirements to be seen from a view point of inclusive pedagogy , which is a method of teaching that integrates dynamic practices and learning styles, multicultural content, and varied means of assessment, with the goal of promoting students academic success, as well as social , cultural, and physical well-being.

Florian argues that the action of the class teacher should aim to extend what is generally available in the classroom to everyone, taking into account that there

The Organisation for Economic Cooperation and Development goes on to say that the initiative was created in a nationwide context of educational transformation that was replying to the concern about the ‘long tail of underachievement in Scottish schools

Therefore inclusion is not seen as submissive, being ‘done to’ certain groups of children, but as a vigorous process which engages all children in the life and learning of the school (Spratt & Florian, 2013). Forlin states the role of the teacher is vital in the carrying out of such modifications in approach (2001), Rouse suggests that this is determined by teachers ‘knowing” this referring to the theoretical, policy and legislative issues, ‘doing’ which would be turning knowledge into action and lastly ‘believing’ which is the capacity to support all children