Patterns of inclusive education through the practice of student teachers

Abstract

For the purpose of moving towards more inclusive practices, the research literature argues that we have to investigate in greater depth the way in which universities respond to inclusive education. This paper investigates the nature of inclusive education through the practice of student teachers and sees how so‐called inclusive education manifests itself in Cyprus. In particular, it tries to answer the question. ‘How does inclusive education feature in the practices, activities and behaviours of student teachers?’ This qualitative study uses open‐ended initial interviews, observations, follow‐up interviews and field notes. The data from these sources were analysed following a qualitative analysis. The results suggest that student teachers had positive attitudes towards children that tend to be marginalized, they encouraged participation of all children in classroom activities, they made efforts to overcome factors that acted as barriers to inclusion, and they developed collaboration with the purpose of pushing inclusion forward.