Dr Jennifer Spratt has published a book chapter in an international collection. 'Measuring Inclusive Education' is the third volume in the series 'International Perspectives on Inclusive Education'.
This chapter describes and discusses how the theoretical concept of Inclusive Pedagogy can be studied and evaluated in practice using a Framework developed by researchers at the University of Aberdeen. Inclusive Pedagogy is an innovative approach to responding to the diversity of pupils, whilst avoiding the pitfalls associated with labelling. However, by its very nature the enactment of Inclusive Pedagogy in each setting is different, as it involves responding to the individuality of children in any particular classroom. Hence the choices made, in the name of inclusion, are to some extent context specific. This raises the question of how to recognise Inclusive Pedagogy when it occurs. The Framework described in this chapter provides a tool for examining and making judgements about classroom practice.
The chapter shows how the Framework was originally used by researchers to examine how newly qualified teachers, graduating from the University of Aberdeen, enacted the key concepts of Inclusive Pedagogy in practice. The chapter also describes how the Framework is now used by experienced teachers to inform their own professional development, as participants in our Masters level course.
The chapter demonstrates the reciprocal cycle between classroom practice, research and teacher education that underpins our approach to developing the understanding of inclusion.
Spratt, J. and Florian, L. (2014) Developing and using a framework for gauging the use of inclusive pedagogy by new and experienced teachers, in Forlin, C. and Loreman, T. (eds) Measuring Inclusive Education p 265-281 Emerald Publishing.