Developing inclusive classroom communities
More recently there has been increasing interest in developing inclusive pedagogical approaches, which require a shift away from traditional approaches to inclusion based on making provision for most learners, alongside something ‘special’ or ‘additional’ for some who experience difficulties, towards a pedagogy for all. For an explanation of the inclusive pedagogical approach see:
- 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.
Kershner, for example, identifies a number of key teaching approaches which support the learning of all children and young people:
- Kershner, R. (2009) 'Learning in inclusive classrooms' in P. Hick, R. Kershner and P. Farrell (Eds) Psychology for Inclusive Education: New directions in Theory and Practice. Abingdon: Routledge (pp. 52-65). (Reader 15.6)
The key role that good classroom relationships plays in the development of inclusive learning communities is also highlighted. See for example:
- Thorne, B. (1993) Gender Play: Girls and Boys in School. Buckingham: Open University Press. (Reader 15.5)
- Bath, Caroline (2009) Learning to Belong: Exploring young children’s participation at the start of school, London: Routledge.
For further suggestions about classroom relationships see also Chapter 6.
The following books also examine practical strategies and policies for developing inclusive classroom learning:
- Lewis, A. and Norwich, B. (2004) Special Teaching for Special Children? Pedagogies for inclusion, Maidenhead: Open University Press.
- Corbett J. (2001) Supporting Inclusive Education: A Connective Pedagogy, London: RoutledgeFalmer.
- Loreman, T., Deppeler, J. and Harvey, D. (2004) Inclusive Education: A Practical Guide to Supporting Diversity in the Classroom, London: RoutledgeFalmer.
- Rose, R. (2006) Making Inclusion Happen: A Practical Guide, London: Paul Chapman Publishing.
- McNary, S. J., Glasgow, N.A., and Hicks, C. (2005) What Successful Teachers Do in Inclusive Classrooms, London: Paul Chapman Publishing.
- Nind, M., Sheehy, K. & Simmons, K. (2003). Inclusive education: learners and learning contexts. London: Fulton.
For a discussion of the ways in which children’s social, moral and cultural development can be promoted through debate and a critical appraisal of citizenship with regard to issues of social inclusion see:
- Holden, C. & Clough, N. (eds.) (1988) Children as Citizens; Education for Participation, London. Jessica Kingsley.
- Arthur, J. and Cremin, H. (2011) Debates in Citizenship Education. London: Routledge.
Finally, a book that invites teachers to rethink what they know about social justice is:
- Gale, T. & Densmore, K. (2000) Just Schooling: Explorations in the Cultural Politics of Teaching, Buckingham: Open University Press.