As the concept of ‘inclusive education’ has gained currency, children and young people who previously would have been referred to specialist forms of provision, having been judged ‘less able’, are now believed to belong in mainstream classrooms. Moreover, teachers are increasingly encouraged to recognise the diversity of all learners and vulnerability in terms of academic underachievement is associated with a broad spectrum of categories for example, children receiving free school meals; white working class boys; looked after children; children with English as an additional language. However, it is often argued that teachers lack the necessary knowledge and skills to create and sustain inclusive classrooms. This paper reports findings of a study of an initial teacher education course, developed in a Scottish University, that starts from the premise that the question is not whether teachers have the necessary knowledge and skills to teach in inclusive classrooms, but how to make best use of what they already know. The theoretical rationale for the development of the course is outlined and examples of how teachers found ways to engage in inclusive practice are presented. The paper reflects on how these findings have contributed to an understanding of ‘inclusive pedagogy’. The discussion addresses how within a community of learners (such as a mainstream class) teachers’ practice can recognise the individuality of everybody in ways that do not marginalise or stigmatise some learners. Consideration is given to the place and function of specialist expertise and how inclusive pedagogy requires teachers to work with others. The implications for teacher education are reflected on.

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