Policy, Practice and Pedagogy
Recent years have seen a rapid policy transformation from segregation to inclusion in the education of children with special educational needs in Ireland. This book investigates how resource teachers and class teachers interpret the policy and principles of inclusion and enact these in their practice. Based on a study of nine resource teachers and nine class teachers, each paired in a particular school, it includes material from both interviews and observations of practice, providing a detailed qualitative account of the actions and interactions of teaching/learning experiences. The findings provide valuable insights into how inclusion is understood, interpreted and experienced in the classroom. They will be of interest to all those who are active in the field of education for inclusion, particularly teachers and policymakers.
Chapter 1 Introduction 1 Chapter 2 Policy Transformation, Conceptualisations of Inclusion and Implications for Practice 13 Chapter 3 Teachers’ Practices and Pedagogy for Inclusion 37 Chapter 4 Teachers’ Understandings of Inclusion 57 Chapter 5 Communicative Routines 91 Chapter 6 Attunement 113 Chapter 7 Coherence-Fragmentation 133 Chapter 8 Whither Inclusion? Policy, Practice and Pedagogy 155 Bibliography 177 Index 195
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