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International Journal of Inclusive Education Volume 25, 2021 - Issue 13
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Supporting the enactment of inclusive pedagogy in a primary school

Aoife BrennanSchool of Inclusive and Special Education, Dublin City University Institute of Education, Dublin, IrelandCorrespondence[email protected]
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Fiona KingSchool of Inclusive and Special Education, Dublin City University Institute of Education, Dublin, IrelandORCID Iconhttps://orcid.org/0000-0001-5749-1435View further author information
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Joe TraversSchool of Inclusive and Special Education, Dublin City University Institute of Education, Dublin, IrelandView further author information
Pages 1540-1557 | Received 02 Apr 2019, Accepted 26 May 2019, Published online: 10 Jun 2019

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Fiona King, Philip Poekert & Takeshia Pierre. (2023) A pragmatic meta-model to navigate complexity in teachers’ professional Learning. Professional Development in Education 49:6, pages 958-977.
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Aoife Brennan & Alan Gorman. (2023) Leading transformative professional learning for inclusion across the teacher education continuum: lessons from online and on-site learning communities. Professional Development in Education 49:6, pages 1117-1130.
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Carmel Conn & Susan Davis. (2023) Policy implications of collective agency for inclusion: evidence from the Welsh context. Journal of Education Policy 0:0, pages 1-22.
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Inmaculada Orozco & Anabel Moriña. (2023) Exploring the beliefs of Spanish teachers who promote the development of inclusive pedagogy. International Journal of Inclusive Education 27:5, pages 620-635.
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Laura Hannon & Grainne M O’Donnell. (2022) Teachers, parents, and family-school partnerships: emotions, experiences, and advocacy. Journal of Education for Teaching 48:2, pages 241-255.
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Aoife Brennan & Fiona King. (2022) Teachers’ experiences of transformative professional learning to narrow the values practice gap related to inclusive practice. Cambridge Journal of Education 52:2, pages 175-193.
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Fiona King & Eimear Holland. (2022) A transformative professional learning meta-model to support leadership learning and growth of early career teachers. International Journal of Leadership in Education 0:0, pages 1-25.
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Jessica Losberg & Paula Zwozdiak-Myers. (2021) Inclusive pedagogy through the lens of primary teachers and teaching assistants in England. International Journal of Inclusive Education 0:0, pages 1-21.
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Anabel Moriña & Inmaculada Orozco. (2021) Understanding inclusive pedagogy in primary education: teachers’ perspectives. Educational Studies 47:2, pages 137-154.
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Aoife Lily Gallagher, Rachel Murphy, Johanna Fitzgerald, Carol-Anne Murphy & James Law. (2023) Exploring the acceptability, feasibility, and appropriateness of a communication-friendly classroom tool for use in Irish schools: A qualitative inquiry. PLOS ONE 18:6, pages e0287471.
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Aarti Singh & Pratima Pallai. (2023) Paving the Way Ahead: A Systematic Literature Analysis of Inclusive Teaching Practices in Inclusive Classrooms. Journal of Educational, Cultural and Psychological Studies (ECPS Journal):27.
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Carmel Conn, Neil Mahoney, Yasmeen Multani & Jodie Rees. (2022) Impact of critical pedagogy on professional learning for post-16 education. Advances in Autism 9:2, pages 165-175.
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Jonathan Cepeda-Sanchez. (2023) Devenir sujeto en la configuración de prácticas pedagógicas incluyentes. Sophía:34, pages 207-236.
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O.M. Ventista & C. Brown. (2023) Teachers’ professional learning and its impact on students’ learning outcomes: Findings from a systematic review. Social Sciences & Humanities Open 8:1, pages 100565.
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