Inclusion

Inclusion-Postcard-ezine-Copy-1

Inclusion Ezine

Issued in October 2018, this e-zine contains summaries of six research articles on Inclusion. The articles were chosen and the summaries were written by registered teachers. You can access the ezine here.

Inclusion Webinar

Panel discussion on the theme of Inclusion for All

First broadcast in November 2018, this webinar which is just over one hour long and features a panel discussion on the theme of Inclusion for All. The panel members are listed below and the recording of the webinar can be watched below.

Panel Members

Dr Manuela Heinz (Lecturer and Director of the Professional Master of Education Programme in NUIG, and author and lead researcher on the Diversity in Initial Teacher Education project)

Gemma Campion (Primary teacher, PhD student and John Coolahan Research Support Framework Recipient)

Dr Carol-Ann Ó Síoráin (Programme Co-ordinator of the Postgraduate Certificate/ Diploma in Special Educational Needs - Autism Spectrum Disorder, at St. Angela's College, Sligo)

Webinar Timings

00:00 - 04:00 Introductions

04:00 – 08:00 Why is inclusion for all so important?

08:00 – 11:00 Critical self-reflection – vital skill of an inclusive teacher

11:00 – 18:00 Diversity gap in the teaching profession

18:00 – 27:00 Do we have a truly Inclusive society to encourage a more diverse environment?

27:00 – 37:00 Whole school approach to inclusion

37:00 – 46:00 Pressures and expectations

46:00 – 53:00 Barriers to inclusion

53:00 – 56:00 Joining the dots

56:00 – 01:01:00 Key advice to peers on making progress in inclusive education

01:01:00 – 01:03:00 Closing remarks

eBooks on Inclusion

To access the eBooks using the links below, registered teachers must be logged in to the Teaching Council's online library.

Login here using your Teaching Council Registration Number. Once logged in, select 'Access to Education Journals' on the bottom left of the screen.

Inclusion in Action

Inclusion in Action: Practical Strategies to Modify your Curriculum

(N. Eredics) 2018

In the book, seasoned educator Nicole Eredics introduces readers to the what and the how of inclusion. Advice is offered on how to break barriers and enhance the inclusive culture in classrooms and schools, with key topics such as team collaboration, universal design for learning, co-teaching and social-emotional supports also covered. Some 40 specific, teacher-tested strategies are offered to further support inclusive practice, with student goals, simple step-by-step directions and implementation tips, suggested interventions and extensions, and samples of authentic student work that illustrate the strategy in action. Inclusion in Action may be useful as a beginner's guide to inclusion while also providing a goldmine of practical ideas for experienced teachers.

Understanding Inclusion

Understanding Inclusion: Core Concepts, Policy and Practice

(R. Woolley) 2018

Understanding Inclusion is a rich, comprehensive exploration of inclusion in education, challenging readers to think about being ‘inclusive' in its broadest sense. It unpicks a wide range of complex themes and issues that impact on educational practice, supporting an understanding of difference as the norm, and not the exception. Underpinned by the latest research (check out the Teaching Council’s CROÍ Research Series for more), discussion is brought to life through vignettes of real experiences and examples of practice from a range of settings and across continents. Readers may also enjoy the questions posed throughout which support individual and collaborative reflection. The book considers a number of crucial aspects of inclusion, for example, social inclusion and social class, perceptions of ability and disability, global perspectives on culture and identity, restorative justice for inclusion, and the central role of leadership. Understanding Inclusion is designed for all those engaged in understanding the complexities of teaching and learning.

Inclusion in Context

Inclusion in Context: Policy, Practice and Pedagogy

(Ó. Ní Bhroin) 2017

Recent years have seen a significant policy transformation regarding inclusive education 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 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.

Reconsidering Inclusion

Reconsidering Inclusion: Sustaining and Building Inclusive Practices in Schools

(A. Ekins) 2016

Reconsidering Inclusion may be suitable for all those interested in inclusive practice and provides insight into inclusive practices in schools. Informed by research undertaken on the reality of developing inclusive practices in schools, and years of practitioner experience in the field of education, the book outlines how staff's social and emotional relationships can sustain and build inclusive practices. As well as engaging discussion of key findings and themes central to the practitioner, encouraging them to critically engage in developing inclusive practices in their schools, readers will find reflective questions about their practice and examples of key competing perspectives to enhance deeper understanding. Ekins presents authentic accounts and discussions of the reality of developing inclusive practices, as experienced and explained by teachers faced with the responsibility of enacting those practices. The book concludes with a discussion on achievable implications for practice both at a personal and professional level.

Transition Special

Transition for Pupils with Special Educational Needs: Implications for Inclusion Practice and Policy

(G. Scanlon, Y. Barnes-Holmes, M. Shevlin and C. McGuckian) 2019

Moving from primary to post-primary school and moving from post-primary to further/higher education pose significant challenges to many young people. Both transitions involve greater personal autonomy, self-awareness and ideally self-efficacy. For students with Special Educational Needs and/or Disabilities (SEND), these challenges are potentially greater, and continuity in, or access to new, support may be necessary to facilitate these transitions in a manner that gives all students equal opportunities for taking charge of their own lives, including their education. The existing empirical literature on the transitions of students with SEND at these levels is limited. This book reviews the conceptual, policy and research evidence on young people's experiences of these transitions. The book also reports on new research conducted with young people with SEND and relevant stakeholders (including parents, educational professionals and voluntary agencies) involved in these transitions in Ireland. In so doing, the book provides a framework of evidence-based practice that can enable schools and professionals to develop effective and inclusive transition policies and programmes.

Freely available for registered teachers as part of the Teaching Council's online library.

To access the library, registered teachers will need to login here using their Teaching Council Registration Number. Once logged in, select 'Access to Education Journals' on the bottom left of the screen.

Articles on Inclusion

Freely available for registered teachers as part of the Teaching Council's online library.

To access the online library, registered teachers will need to login here using their Teaching Council Registration Number. Once logged in, select 'Access to Education Journals' on the bottom left of the screen.