Inclusive Practices in Action: A Close Look at One Classroom
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| Year of publication | 2024 |
| Type | Appeared in Conference without Proceedings |
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| Description | Inclusive education stands as a vital pillar in modern pedagogy, aiming to cultivate equitable learning environments that cater to the diverse needs of all students, irrespective of their backgrounds or abilities. Grounded in the theoretical framework proposed by Finkelstein et al. (2021), this paper investigates the lived experiences of one inclusive classroom, delving into the complexities of inclusive practices in action. Adopting a qualitative single case study approach, the research addresses two central inquiries: 1) How do teachers foster an inclusive environment in the classroom? and 2) How do students perceive support within an inclusive classroom setting? Drawing upon data from classroom observations (n=45), semi-structured interviews with teachers (n=6) and pupils (n=18), and analysis of learning materials, the study unfolds within a diverse urban school in Brno, Czech Republic, committed to inclusive education principles. Through meticulous transcription and analysis using ATLAS.ti software, a structured coding process was employed, guided by key concepts and themes derived from the theoretical framework. Findings reveal nuanced variations in the understanding and implementation of inclusive practices among teachers and pupils compared to the theoretical ideals of inclusive education. While teachers demonstrate diverse approaches to inclusion, discrepancies exist in aligning these practices with the theoretical framework. Similarly, students' perceptions of support reflect a blend of positive experiences and areas for improvement, underscoring the complex interplay of classroom dynamics and individual learning preferences. The study emphasizes the imperative of fostering inclusive cultures and recommends ongoing professional development and collaborative efforts to create truly inclusive learning environments. |
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