Exploring the variables present in the classroom that impact on the teacher’s ability to develop inclusive practices was facilitated by action research. The following themes, arising from research within the classroom, are discussed in this summary: classroom climate, assessment leading into planning, the role of para- professionals, independent teaching practice, collaboration between professionals, feedback, and reflective practice. To assist with answers to Research Question 1 (see Section 2.6.1), within each theme contextual factors which enable or inhibit inclusive practice will be identified.
5.8.1 Classroom climate
Classroom climate is an important determiner of inclusion. A supportive environment encourages friendships to develop where diversity is viewed as the norm. The sociogram, and children’s interviews, revealed that almost all of the children had friends in the class and that they felt supported and valued by the teacher and their classmates. Both of the parents confirmed that their children liked to go to school. Both teachers had peer support as a learning goal for their class, as reported in their interviews. This goal was achieved through a variety of strategies (e.g., ‘yellow pages’ in the senior class) and classroom organisation (e.g., incidental buddy help in the junior class). Stability of the classroom environment was also important for providing support for the students. Both teachers maintained a strong routine including the use of visual task board planners and advance organisers. The positive classroom climate was also achieved through the use of positive reinforcement, encouraging the children to achieve, providing scaffolding and presenting interesting tasks for the children to complete.
5.8.2 Assessment leading into planning
Learning needs are identified through assessment. Both of the participating teachers used a variety of assessment techniques and assessment was a ubiquitous practice. However, the assessment was often used to group children to facilitate instruction, or to report progress, rather than to gather data to plan individual
learning programmes. Both of the teachers grouped their children according to the scores on tests rather than looking at a skill deficit and then forming a group to facilitate learning of that skill. Reading, language and maths groups were formed on the basis of the closeness of their level scores (e.g. reading age). No observations were made of groups formed to assist the learning of a particular skill (e.g. proof reading). Each teacher understood that they should plan for individual progress, as revealed in their interviews. Individual assessment did not, in the most part, lead to individual planning.
Where the teachers did provide some individual tuition, this tuition tended to be informal and serendipitous. It often resulted from the teacher noticing a skill need during a group lesson or whilst observing the children completing a set task. Spontaneous individual teaching would then follow. Whilst such spontaneous teaching may be beneficial to the student at that moment, providing for individual student progress and development needs a greater degree of planning and follow up. Thus, the use of assessment information by these teachers was a barrier to the development of inclusive pedagogy.
5.8.3 Paraprofessional role
Paraprofessionals, who can be a great help to teachers in the classroom, are also viewed as a barrier to inclusive practice because they often interfere with children’s ability to extend themselves and achieve skill development and independence (Villa & Thousand, 2003). This was particularly evident in the senior class, where a child who had a dedicated paraprofessional was observed to rely on adult assistance for most of her output. When adult support was not available the child’s engagement in learning decreased. Further, the use of para- professionals can interfere with the interactions between peers and the encouragement of children to look out for one another. Professional development in the class with the teacher and teacher aide may turn a barrier into an enabler.
5.8.4 Independent teaching practice
Writers in the area of inclusion (Ainscow, 2003; Evans et al., 1999; Prochnow et al., 2000; Vaughn, Schumm & Arguelles, 1997) suggest that one of the greatest
because collectively they have a greater array of skills and knowledge to help meet the needs of all children within a school. Along with this collaboration is an underlying assumption that there is a collective responsibility for all the children in a school, not just those within an individual teacher’s class. In this study, there was minimal evidence of collaboration between the two participating teachers in this cycle, or with other teachers in the school. Both teachers were, in fact, independent practitioners with only the occasional assistance of a teacher aide. Some collaboration among teachers in a syndicate did occur at a macro level (e.g. musicals, themes) but when it came down to the classroom practice the teachers taught alone within their classrooms. Each teacher had techniques for seeking assistance when needed for their teaching (e.g., internet, asking a colleague). There appeared, though, to be no organised or collaborative effort at joint or group pedagogical planning or implementation. This finding of independent practice and limited collaboration was, therefore, an important finding.
5.8.5 Collaboration between professionals
Communication and collaboration is also necessary between teachers who teach a child or group of children. Plans, teaching strategies, and learning goals need to be coordinated, in order that the child experiences no dissonance with its learning and how it is being taught, and can generalise skills taught to other situations. Further, the combined experience of the teachers should be used to the greatest advantage of the child. In both of the classes individual children, and groups of children, received extra teaching from other teachers, usually outside of the classroom. Most of this teaching occurred because a learning need had been identified (e.g., reading) but observations showed, confirmed by teacher interview, that there was no joint planning, no class teacher input into the content, little feedback on individual progress and often no forward communication as to when the extra lessons would occur. The classroom teacher who should have been the most involved was effectively left out of the process. A school strategy designed to meet the extra learning needs of a child became a barrier to inclusive practice and consolidated independent practice of the teachers.
5.8.6 Feedback
Listening to feedback and making subsequent adjustments to practice is the sign of a teacher who wants to improve and develop. During this Cycle 1 of the research study both teachers received feedback from the researcher through reading transcripts and verbal discussion. From this feedback both indicated that they wanted to make changes to their teaching practice. Feedback from students (e.g., reaction to a lesson) was also reported by the teachers as a catalyst to change. However, neither teacher mentioned feedback from parents in connection with change. Parents are essential members of the collaborative team around a child and their feedback is important. Therefore, whilst acting on feedback is an enabler of inclusive pedagogy, failure to heed the views of parents would be seen as a barrier.
5.8.7 Reflective thinking
From discussion, observation, and interview, a picture of teacher reflection on practice emerged. Evaluation of children’s progress, monitoring children’s reaction to lessons, and consideration of their own preparation and planning, were some of the reflective activities that the teachers engaged in. The teachers did not report that they regularly considered their feelings, opinions and assumptions. As will be demonstrated in Cycles 2 and 3 the teachers found this deeper reflection difficult even when guided to do so. Reflecting critically is viewed as an enabler of inclusive pedagogy because it assists in a consideration of the tacit knowledge that guides practice.
As is evident from this summary, most of the factors enabling inclusive practice can also be viewed as barriers. How each factor is viewed depends on a number of matters including classroom use, underlying teacher assumptions, historical pedagogy, professional development, and teacher mentoring. From the findings of Cycle 1 a theory is beginning to emerge. Given that teachers have an independent practice it is posited that a mentor, who has the trust and support of the teachers, and is available to develop and guide a reflection process, may provide a critical link to assist teachers towards a more inclusive practice. The second results chapter reports on professional development undertaken by the
Chapter 6