How do we set clear goals that enable us to teach all learners?

“Inclusive teaching builds upon a teacher's basic instinct to ensure all voices are heard and that all learners have a chance to participate fully in the learning process, by digging a little deeper into why participation imbalances exist. To develop this complex climate, teachers and other educational professionals must practice a mixture of intrapersonal and interpersonal awareness, regular curriculum review, and knowledge of inclusive practices ”. 

Read more:

• Salazar, M., Norton, A., & Tuitt , F. (2009). Weaving promising practices for inclusive excellence into the higher education classroom. In LB Nilson and JE Miller (Eds.) To improve the academy. (pp. 208-226). Jossey-Bass.

Clear goals

Teachers in inclusive schools have the ability related to support all learners. They need to implement in practice the aim of transforming the learning capacity of their learners. Supporting all learners has to be guided by a vision that each student is able to learn, to develop talents and abilities that are relevant for adult life. It is about transforming learning itself to be prepared for a future where the ability to learn and adapt to changing conditions will be most important. In order to ensure that all children and youth are able to learn at the highest level possible, the objective here is to create an inclusive and flexible curriculum. The prior knowledge and experience of all children and youth need to be taken into account when enacting the curriculum. The curriculum needs to be matched to the interests of the learners in order to engage them. To achieve this, teachers have to develop and apply strategies that aim at enhancing the learning experience. They have to be able:

• to facilitate learning through developing teaching materials and using assessment strategies that are suited to the situation of each student;
• to develop learning plans that reflect the path of students through the curriculum;
• to implement  flexible and inclusive curriculum into practice;
• to create real opportunities to learn for all students;
• to create positive learning environments in the classroom and beyond;
• to use available resources, including contributions from parents and the community.

For these purposes, teachers have to use tools, methods, and strategies that help understand, respect and support each child as a person and as a holder of rights.

Intrapersonal awareness

Inclusive teachers bring with them the attitudes, values, skills and knowledge, competencies, and agency to create enabling social and physical environment together with others. Teachers in schools wanting to become inclusive practitioners have the ability to engage in personal professional development, but more is needed to be involved in practices that aim at developing teachers’ professionalism. In order to become competent, inclusive professionals, the staff of a school need to create a community, where experiences are shared and used for peer learning, where people feel well and become more motivated, and where the collective agency can be developed to bring the school forward.

 For this purpose it is necessary:

• to provide strong leadership that is able to guide the process of professional development  and to initiate necessary organizational changes;
• to facilitate learning in teams and individuals;
• to develop an understanding of the school as an entity or system, which will only change through a change in their own practice;
• to develop the understanding that schools are able to change and evolve.

To achieve this, it is necessary to create a positive and accepting climate, supporting each other in resolving conflicts and reducing tensions.   

Interpersonal awareness

The realization of a community of teachers requires a school environment where everyone feels valued and accepted. Teachers are also seen as learners at every stage of their professional development  If practitioners are to become inclusive practitioners in a team of professionals, they will need an environment that supports their efforts toward becoming more professional. An atmosphere of inclusion needs to be developed where mistakes are seen as opportunities to learn rather than a lack of professionalism. At the same time, achievements are celebrated as a success of individuals and the group. The school needs to become a place of trust and respect, where students and teachers actively collaborate to promote learning and participation. True learning is not possible without mutual engagement, social interaction, and communication. To promote mutual engagement, inclusive practitioners have to invest in building trust and respect for each other.

References and additional information:

• Booth, T and Ainscow, M. (2002). Index for Inclusion: developing learning and participation in schools. Center for Studies on Inclusive Education.
• European Agency for Development in Special Needs Education (2012). Teacher Education for Inclusion. Profile of Inclusive Teachers. Odense: European Agency for Development in Special Needs Education.
• Hollenweger, J., Pantić, N., & Florian, L. (2015). Tool to upgrade teacher education practices for inclusive education. Brussels, Strasbourg: EU, Council of Europe. Retrieved from: https://www.coe.int/en/web/learning-resources/-/tool-to-upgrade-teacher-education-practices-for-inclusive-education.
• UNESCO. (2020). Inclusion and education: all means all. Global Educational Report.