In 2015, South Korea hosted the World Education Forum as it considered issues of education for all and improving inclusion worldwide. Yet, as is the case in many countries, pupils with special educational needs in South Korea are often included by way of 'special or additional' support as 'compensation' for disability, raising questions about the…

While many distinctions between 'special' and 'inclusive' education have been made and continue to be forcefully debated, the two concepts remain strongly evident in policy and practice in many countries. This paper discusses the interrelated history of these concepts. It explores how conceptualisations of them have changed since Salamanca and…

Purpose: This article presents a model based on a review of international and European policy and current European Agency for Special Needs and Inclusive Education work on school leadership for inclusive education. The model aims to support analysis of the policy context and interactions between the structures and processes at different levels to…

This paper presents an overview of the concept of inclusive pedagogy, conceptualised as an approach to teaching that focuses on extending what is generally available to everyone (as opposed to providing for all by differentiating for some) while taking into account that there will be differences between learners. It considers the concept of…

A key assumption underpinning formative assessment strategies is that individual pupils must be fully involved in the process. While such engagement and attention on the individual is important, studies suggest that teachers do not always readily engage with formative assessment as a reciprocal process which involves pupils. Additionally, a focus…

Policies around the world increasingly call for teachers to become 'agents of change', often linked to social justice agendas. However, there is little clarity about the kind of competencies such agency involves or how it can be developed in teacher education. This paper draws on theories of teacher agency and inclusive pedagogy to clarify the…

This article describes how a methodological memo (MM) was used in a research and development project designed to reform initial teacher education (ITE). A MM was used to explore what often remains an opaque part of the research process--the relationships between theory and practice that underpin many research studies. Yet, without detailed…

The increasing cultural, linguistic, and developmental diversity of today's classrooms demands more inclusive approaches to schooling, but classroom teachers often report feeling unprepared for inclusive education. This article reports some lessons learned from the Inclusive Practice Project, a teacher education reform project that has developed…

Efforts to prepare teachers and other professionals for inclusive education in the Central and Eastern Europe and the Commonwealth of Independent States (CIS/CEE) region are heavily influenced by the legacy of Soviet defectology (the study of children with disabilities) and Soviet traditions of teacher education. The authors identify some…

This study reports on the development and use of an analytical framework for interrogating the practice of newly qualified mainstream teachers recently graduated from a one-year Professional Graduate Diploma in Education (PGDE) that was informed by a concept of inclusive pedagogy. Inclusive pedagogy is an approach to teaching and learning that…

Whilst recent decades have seen significant progress in research on inclusive education, many teachers still feel that the research literature does not fully address their professional concerns about how to enact a policy of inclusion in their classrooms. To help to bridge this gap, we drew on the concept of craft knowledge to undertake a detailed…

This article reports on a curricular approach to teacher education using the ideas in "Learning without Limits" to prepare teachers to enter a profession in which they take responsibility for the learning and achievement of all learners. Key aspects of Scotland's Inclusive Practice Project (IPP) are described and the role of…

This paper reports on a study designed to examine teachers' craft knowledge of their practice of "inclusion" in terms of what they do, why and how. The research approach offers an important alternative to studies of students with "additional needs" and the search to articulate the specialist knowledge and skill required to…

As the concept of "inclusive education" has gained currency, students who would previously have been referred to specialist forms of provision, having been judged "less able", are now believed to belong in mainstream classrooms. However, it is often argued that teachers lack the necessary knowledge and skills to work with such students in…

Inclusive education is based on the principle that local schools should provide for all children and young people regardless of any perceived social, emotional, cultural intellectual or linguistic difference or disability. This paper identifies key concepts associated with inclusive education and discusses them in relation to issues in the reform…