Developing and Using a Framework for Gauging the Use of Inclusive Pedagogy by New and Experienced Teachers

Abstract

This chapter describes the development and use of a framework, based on a set of theoretical principles that can support teachers, teacher educators and researchers make informed judgements about inclusive pedagogy in each unique setting. This chapter will address the concept of inclusive pedagogy; how the framework was developed; and will provide an introduction to the framework. Discussion will focus on how the framework was used by researchers to better understand how the ideas of inclusive pedagogy were enacted by newly qualified classroom teachers and how it was used to support experienced classroom teachers and specialist support teachers to challenge and alter some existing practices.

Citation

Spratt, J. and Florian, L. (2014), "Developing and Using a Framework for Gauging the Use of Inclusive Pedagogy by New and Experienced Teachers", Measuring Inclusive Education (International Perspectives on Inclusive Education, Vol. 3), Emerald Group Publishing Limited, Leeds, pp. 263-278. https://doi.org/10.1108/S1479-363620140000003029