Loading
Loading

Home > Reflective Teaching in Primary Schools > 4. Reflecting on consequences > 15. Social justice > Further reading > Diversity and differentiation


  1. 1. Becoming a reflective professional
       1. Identity
       2. Learning
  2.    3. Reflection
  3.    4. Principles
  4.    Observing [supplementary chapter]
  5.    Enquiry [supplementary chapter]
  6.    Mentoring [supplementary chapter]
  7.    Techniques of enquiry
       [supplementary chapter]

  8. 2. Creating conditions for learning
  9.    5. Contexts
  10.    6. Relationships
  11.    7. Engagement
  12.    8. Spaces

  13. 3. Teaching for learning
  14.    9. Curriculum
  15.    10. Planning
  16.    11. Pedagogy
  17.    12. Communication
  18.    13. Assessment

  19. 4. Reflecting on consequences
  20.    14. Outcomes
  21.    15. Social justice
  22.    Judgement
       [supplementary chapter]

  23. 5. Deepening understanding
  24.    16. Teacher expertise
  25.    17. Professional learning
  26.    18. Professionalism
  27.    Starting out [supplementary
       chapter]
  28.    Improvement [supplementary
       chapter]

Diversity and differentiation

The following texts explore some of the tensions and dilemmas that can occur in schools as teachers aim to respond to the diversity of learners in their classes in ways that support the learning of all, without  marginalising or stigmatising some because of their identified special needs or disabilities.

  • Thomas, G. and Loxley, A. (2007) Deconstructing Special Education and Constructing Inclusion, Buckingham: Open University Press. (Reader 15.3)
  • Norwich, B. (2013) Addressing Tensions and Dilemmas in Inclusive Education: Living with Uncertainty. London: Routledge.
  • Booth, T., Nes, K. and Stromstad, M. (2003) The Challenge of Inclusion, London: RoutledgeFalmer.

Inclusive education is a complex concept, used differently by different people in different contexts. The following texts provide an overview of the main theoretical influences on thinking about inclusive education:

  • Clough, P. & Corbett, J. (2000) Theories of Inclusive Education: A Student’s Guide, Paul Chapman Publishing.
  • Topping, K. and Maloney, S. (2004) The RoutledgeFalmer Reader in Inclusive Education, London: RoutledgeFalmer.
  • Nutbrown, C. and Clough, P. (2006) Inclusion in the Early Years, London: Paul Chapman Publishing.
  • Mitchell, D., (2005) (ed.) Contextualizing Inclusive Education: Evaluating Old and New International Perspectives, London: Routledge.
  • Hick, P., Kershner, R.  & Farrell, P.  (Eds.) (2008) Psychology for Inclusive Education: New Directions in Theory and Practice, Abingdon: Routledge. (see Reading 15.6)
  • Slee, R. (2011) The Irregular School: Exclusion, Schooling and Inclusive Education. London: Routledge.
  • Parsons, C. (2009) Strategic Alternatives to Exclusion From School, London: IOE Press.
  • Allan, J. (2008) Rethinking Inclusive Education: The Philosophers of Difference in Practice, New York: Springer.

For principled accounts of developing inclusion in primary and secondary classrooms and schools, see:

  • Black Hawkins, K., Florian, L.  & Rouse, M.  (2007) Achievement and Inclusion in Schools, London: Routledge.
  • Ainscow, M., Booth, T.  and Dyson, A. (2005) Improving Schools, Developing Inclusion,  London: Routledge.
  • Sage, R. (2007) Inclusion in Schools.  Making a Difference, London: Network Continuum Education.

An insightful practical account of developing practices to promote equal opportunities in primary school classrooms is:

  • Griffiths, M. and Davies, C. (1995) In Fairness to Children, London: David Fulton.

The following texts offer further insights into different ways in which practices associated with inclusive education can be developed:

  • Passey, D. (2013) Inclusive Technology Enhanced Learning: Overcoming Cognitive, Physical, Emotional, and Geographic Challenges, Abingdon: Routledge.
  • Dyson, D. A., Todd, L. and Cummings, C. (2011) Beyond the School Gates: Can Full Service and Extended Schools Overcome Disadvantage?. Abingdon: Routledge.
  • Howes, A. J., Davies, S. M. B. and Fox, S. (2009) Improving the Context for Inclusion: Personalising Teacher Development Through Collaborative Action Research, Abingdon: Routledge.
  • Richardson, N. and Gallagher, T. (2011) Education for Diversity and Mutual Understanding - the Experience of Northern Ireland, Bern: Verlag Peter Lang.
  • Archer, L. (2010) Urban Youth and Schooling: the Experiences and Identities of Educationally 'at Risk' Young People, London: Routledge.
  • Wearmouth, J. (2009) Inclusion Through Participation in Communities of Practice in Schools, Auckland: Dunmore Publishing.

There continues to be a lack of conceptual clarity about the terms special and/or additional support needs. However, the following text provides a thorough overview of special education from a wide range of differing perspectives:

  • Florian, L. (Ed.) (2014) The Sage Handbook of Special Education (2nd Edition). London: Sage.

These differences in understandings  are exacerbated because of variations in legislation associated with special and additional support needs: not only between the four nations of the UK but also elsewhere. Since legislation regarding special and additional support needs frequently changes, for up-to-date information please see the relevant government education websites.

Other texts that explore the conceptual complexity of special and additional support needs, as well as offer general guidance to support class teachers include:

  • Thompson, J. (2010) The Essential Guide to Understanding Special Educational Needs. London: Longman.
  • Wearmouth, J. (2011) Special Educational Needs: The Basics. London: Routledge.
  • Frederickson, N. & Cline, T. (2002) Special Educational Needs, Inclusion and Diversity: A Textbook. London: Paul Chapman Publishing.
  • Tilstone, C. & Rose, R. (2002) Strategies to Promote Inclusive Practice, London: RoutledgeFalmer.
  • Croll, P. & Moses, D. (2000) Special Needs in the Primary School, London: Cassell.
  • Rose, R. & Howley, M. 2007. The practical guide to special educational needs in inclusive primary classrooms. London: Paul Chapman.
  • Westwood, P. (2007) (5th edition) Common-sense Methods for Children with Special Needs, London: RoutledgeFalmer.
  • Orelove, F. P., Sobsey, D. and Silberman, R. K. (2004) Educating Children with Multiple Disabilities: A Collaborative Approach, London: Brookes.

There are also many websites that offer practical advice to teachers with regard to particular learning needs and disabilities. For example:

See also the nasen website for a wide range of advice and support  for teachers, children and their families:

Through this website, nasen also provides a series of on-line training materials:

  • autism; dyslexia; speech, language and communication; emotional, social and behavioural difficulties; moderate learning difficulties.
  • for teachers of learners with severe, profound and complex learning difficulties
  • toolkits for primary and secondary schools

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.

More in this chapter