Teachers’ Inclusive Core Practices and All Students’ Perspectives
| Autoři | |
|---|---|
| Rok publikování | 2025 |
| Druh | Další prezentace na konferencích |
| Fakulta / Pracoviště MU | |
| Citace | |
| Popis | With the growing heterogeneity of student populations in contemporary classrooms across diverse international contexts, inclusive education has emerged as one of the most visible concepts on both the policy and research agenda. Teachers play an extremely important role in creating inclusive classrooms for all learners and teachers’ practices are considered one of the key dimensions of inclusive education. Although there is an increasing emphasis on meeting the individual educational needs of all students in global educational discourse, in academic research, most attention is still devoted to the needs of only some groups of students, typically those with special education needs and/or sociocultural disadvantages. The aim of this research was to explore what practices lower-secondary school teachers use to include all learners and how all learners perceive these practices in highly inclusive schools in the Czech Republic. Based on an extensive ethnographic dataset comprising hundreds of hours of teaching observations from one school year and interviews with 6 teachers, 2 teacher assistants, and each of the 42 students in two classrooms, we establish a new framework of inclusive practices. This framework is built on five core inclusive practices and ten strategies that teachers use to address the diverse educational needs of all students. Additionally, by listening to student voices, we identified challenges in implementing teachers' core inclusive practices from the students' perspectives. |
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