Inclusive practices: approaches to access and engagement for teachers

What is the most effective way of providing more equitable teaching and learning? This paper answers the question by describing our approach to equity in the classroom through inclusive teacher development programmes.... [ view full abstract ]

What is the most effective way of providing more equitable teaching and learning?

This paper answers the question by describing our approach to equity in the classroom through inclusive teacher development programmes. Inclusive education encompasses anyone who might be excluded from or have limited access to education. This includes children with disabilities, but also those excluded for other factors including displacement. Inclusive education ensures that everyone has access to good quality education in systems that do not marginalise students through organisational and curricular structures. To be successful, this requires embedding inclusive education in meaningful ways in teacher education.

Two complementary approaches have been taken by the British Council to support embedding inclusive practices. The first raises an awareness of inclusivity in broad terms through our continuous professional development approach – ‘Teaching for Success’ –within which inclusive practices is a main thread. The approach draws on the works of Florian (2014) and enables teachers to apply inclusive pedagogy in practice, based on sensitivity to context and needs. This is complemented by a linguistic approach. Research into the role of language in helping vulnerable people become more resilient underpins the strategy of ‘Language for Resilience’ (L4R) (Capstick and Delaney 2016), which to addresses the language needs of vulnerable and marginalized populations. Projects in Lebanon and Jordan  linked to this research take a sociolinguistic approach to language teaching by  providing  teachers with tools and methodologies to create equity within the multilingual classroom resulting from migrating populations due to conflict.

Results from the projects to date show a positive and changed perspective regarding inclusivity from teachers and teacher educators. This then helps our work towards ensuring the longer term sustainability of an equitable approach to teaching and learning.