04 SES 04 B, Teacher Learning
In recent years, the concept of inclusive pedagogy, also referred to as the inclusive pedagogical approach (Florian & Black-Hawkins, 2011; Florian, 2010; Florian & Kershner 2009) has emerged as an innovative response to individual differences between students that avoids the marginalisation that can occur with differentiation strategies that are designed for individuals. By focusing on how achievements in learning are realised through participation in the community of a classroom, the inclusive pedagogical approach acknowledges individual differences between learners but avoids the problems and stigma associated with marking some learners as different.
This paper presents the emerging findings of a recent study designed to extend current work on inclusive pedagogy by developing a deeper understanding and clearer articulation of the role of pupil voice in self-assessment of learning, and teachers’ use of this information as an aspect of inclusive pedagogy.
Coyle, D., Hood, P., & Marsh, D. (2010) CLIC content and language integrated learning pp 69-72. Cambridge: Cambridge University Press Florian, L. & Kershner, R. (2009) Inclusive Pedagogy. In H. Daniels, H. Lauder and J. Porter (Eds.) Knowledge, values and educational policy: A critical perspective, pp. 173-183, London: Routledge. Florian. L. (2010) The concept of inclusive pedagogy. In G. Hallett & F. Hallett (Eds.). Transforming the role of the SENCO, pp 61-72. Buckingham: Open University Press. Florian, L. & Black-Hawkins, K. (2011) Exploring Inclusive Pedagogy. British Educational Research Journal, 37(5), 813-828. doi: 10.1080/01411926.2010.501096
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