Inclusive Pedagogy starts with a commitment to ‘extending what is ordinarily available for all learners' (Black-Hawkins and Florian 2012, p. 575). This is unlike other pedagogical responses to learner diversity that are using teaching and learning strategies suitable for most, alongside something ‘additional’ or ‘different’ for some who experience difficulties’ . The principle of Inclusive Pedagogy was elaborated in the Inclusive Practice Project, which ran in Scotland from 2006-10 and involved developing teacher education for working in diverse classrooms.
In this video, Tracy Edwards (PhD Researcher at Leeds Beckett University and the University of Aberdeen) will explore ways in which Inclusive Pedagogy might be implemented by teachers, as well as the implications of the idea as a “subtle but profound shift in thinking”
BLACK-HAWKINS, K. and FLORIAN, L., 2012. Classroom teachers craft knowledge of their inclusive practice. Teachers and Teaching: Theory and Practice, vol. 18, no. 5, [Available from: DOI 10.1080/13540602.2012.709732].