Inclusion in practice: a matter of school culture

Abstract

The main aim of this study was to find out how reading and writing education can work successfully in practice without being exclusive. The teachers preferred heterogenous groups and emphasised the importance of various teaching methods and approaches so as to be able to deal with student diversity. They had a good theoretical foundation and the ability to link-up their theoretical knowledge with what they learned from experience to create action-oriented knowledge. The importance of each student being challenged in the next development zone was stressed. The teachers’ positive belief in their students’ ability and their commitment to the pedagogical process were other central factors. The successful results of the teachers’ work showed the importance of mentorship, co-operation with colleagues and continuous pedagogical discussions, led by a researching teacher, so as to promote the teachers’ own reflective ability. This created an inclusive school culture in which all the students felt they were competent, valued and never excluded.

Keywords:

• inclusion
• exclusion
• reading and writing
• student diversity
• teacher quality
• professional development

View correction statement:

Corrigendum

Notes

This article was originally published with errors. This version has been corrected. Please see Corrigendum (http://dx.doi.org/10.1080/08856257.2014.914343).