Uncovering the complexity of teachers’ inclusive practices: 
Dynamics of addressing the unique learning profile of each
student in heterogeneous classrooms

k 2024

Uncovering the complexity of teachers’ inclusive practices: Dynamics of addressing the unique learning profile of each student in heterogeneous classrooms

SVOJANOVSKÝ, Petr a Jana OBROVSKÁ

Základní údaje

Originální název

Uncovering the complexity of teachers’ inclusive practices: Dynamics of addressing the unique learning profile of each student in heterogeneous classrooms

Autoři

SVOJANOVSKÝ, Petr a Jana OBROVSKÁ

Vydání

European Educational Research Association Conference, 2024, Nicosia, University of Cyprus, 2024

Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Kypr

Utajení

není předmětem státního či obchodního tajemství

Označené pro přenos do RIV

Ano

Kód RIV

RIV/00216224:14410/24:00139504

Organizační jednotka

Pedagogická fakulta

Klíčová slova anglicky

student diversity; teachers' inclusive practices; students' learning profiles; students' voices

Příznaky

Mezinárodní význam

Změněno: 18. 2. 2025 11:48, Mgr. Daniela Marcollová

Anotace

V originále

With the growing heterogeneity of student populations in contemporary classrooms across diverse international contexts, inclusive education has emerged as one of the most visible concepts on both the policy and research agenda (Ainscow, 2020). Recently, a broader political framework has emerged promoting inclusion as providing for the educational needs of all learners (“all means all”; UNESCO, 2020). Some authors point out that although there is an increasing emphasis on meeting the individual educational needs of all students in global political discourse, in academic discussions, most attention is still devoted to the needs of only some groups of students, typically those with SEND and/or sociocultural disadvantage (cf. Messiou, 2017; Nilhom & Göransson, 2017). More specifically, even where the authors adhere to the “inclusion for all” approach within the theoretical sections of their studies, in the methodological and empirical parts, the idea of “inclusion for some” tends to predominate (Kielblock & Woodcock, 2023). Therefore, in line with current conceptual discussions, we adhere to a more “broad” definition of inclusive education (cf. Ainscow et al., 2006), specifically to the “C” category of definitions as identified by Göransson & Nilholm (2014), where inclusive education is understood as meeting the social/academic needs of all pupils. We believe that inclusive education can rely on approaches such as differentiated instruction or universal design for learning, which are increasingly recognized as effective pedagogical models in terms of addressing student diversity (Gritful-Freixenet et al., 2020). Such approaches are based on the assumption that diversity among students exists in every group of learners, and students can differ in terms of readiness, interest and/or learning profile ranging from individual learning preferences to diverse family backgrounds (Tomlinson, 2022). Teachers can respond to this complex student diversity by using inclusive practices, i.e. any strategies ensuring that all students who have different individual needs can effectively learn in heterogeneous classrooms (Finkelstein et al., 2019). Our study is based on several research gaps in international literature. Firstly, emphasis is predominantly placed on teachers’ attitudes toward inclusion rather than their practices. Thus there is a lack of observational data (Finkelstein et al., 2019; Sharma et al., 2021). Secondly, although students are the primary beneficiaries of the (non-)inclusive practices of their teachers, research capturing students’ perspective on inclusion in a broader sense (cf., Subban et al., 2022) as well as students' views on teachers’ (non-)inclusive practices (Schwab et al., 2022) are lacking. Thirdly, research typically focuses on primary education, with fewer studies conducted at the lower-secondary level, where differentiation could be even more challenging for teachers (Stollman et al., 2019; Schwab et al., 2022). To address these research gaps, the aim of our ethnographic research is to explore how lower-secondary school teachers reflect on and implement inclusive practices to address student diversity and to investigate the perspectives of all students on their teachers' inclusive practices.

Návaznosti

GA23-04764S, projekt VaV

Název: Adresování individuálních vzdělávacích potřeb všech žáků: Etnografie tříd na druhém stupni základních škol

Investor: Grantová agentura ČR, Adresování individuálních vzdělávacích potřeb všech žáků: Etnografie tříd na druhém stupni základních škol

Citovat

SVOJANOVSKÝ, Petr a Jana OBROVSKÁ. Uncovering the complexity of teachers’ inclusive practices: Dynamics of addressing the unique learning profile of each student in heterogeneous classrooms. In European Educational Research Association Conference, 2024, Nicosia, University of Cyprus. 2024.

@proceedings{2426459,
   author = {Svojanovský, Petr and Obrovská, Jana},
   booktitle = {European Educational Research Association Conference, 2024, Nicosia, University of Cyprus},
   keywords = {student diversity; teachers' inclusive practices; students' learning profiles; students' voices},
   language = {eng},
   title = {Uncovering the complexity of teachers’ inclusive practices: Dynamics of addressing the unique learning profile of each student in heterogeneous classrooms},
   year = {2024}
}

TY  - CONF
ID  - 2426459
AU  - Svojanovský, Petr - Obrovská, Jana
PY  - 2024
TI  - Uncovering the complexity of teachers’ inclusive practices: Dynamics of addressing the unique learning profile of each student in heterogeneous classrooms
KW  - student diversity
KW  - teachers' inclusive practices
KW  - students' learning profiles
KW  - students' voices
N2  - With the growing heterogeneity of student populations in contemporary classrooms across diverse international contexts, inclusive education has emerged as one of the most visible concepts on both the policy and research agenda (Ainscow, 2020). Recently, a broader political framework has emerged promoting inclusion as providing for the educational needs of all learners (“all means all”; UNESCO, 2020). Some authors point out that although there is an increasing emphasis on meeting the individual educational needs of all students in global political discourse, in academic discussions, most attention is still devoted to the needs of only some groups of students, typically those with SEND and/or sociocultural disadvantage (cf. Messiou, 2017; Nilhom & Göransson, 2017). More specifically, even where the authors adhere to the “inclusion for all” approach within the theoretical sections of their studies, in the methodological and empirical parts, the idea of “inclusion for some” tends to predominate (Kielblock & Woodcock, 2023). Therefore, in line with current conceptual discussions, we adhere to a more “broad” definition of inclusive education (cf. Ainscow et al., 2006), specifically to the “C” category of definitions as identified by Göransson & Nilholm (2014), where inclusive education is understood as meeting the social/academic needs of all pupils. We believe that inclusive education can rely on approaches such as differentiated instruction or universal design for learning, which are increasingly recognized as effective pedagogical models in terms of addressing student diversity (Gritful-Freixenet et al., 2020). Such approaches are based on the assumption that diversity among students exists in every group of learners, and students can differ in terms of readiness, interest and/or learning profile ranging from individual learning preferences to diverse family backgrounds (Tomlinson, 2022). Teachers can respond to this complex student diversity by using inclusive practices, i.e. any strategies ensuring that all students who have different individual needs can effectively learn in heterogeneous classrooms (Finkelstein et al., 2019). Our study is based on several research gaps in international literature. Firstly, emphasis is predominantly placed on teachers’ attitudes toward inclusion rather than their practices. Thus there is a lack of observational data (Finkelstein et al., 2019; Sharma et al., 2021). Secondly, although students are the primary beneficiaries of the (non-)inclusive practices of their teachers, research capturing students’ perspective on inclusion in a broader sense (cf., Subban et al., 2022) as well as students' views on teachers’ (non-)inclusive practices (Schwab et al., 2022) are lacking. Thirdly, research typically focuses on primary education, with fewer studies conducted at the lower-secondary level, where differentiation could be even more challenging for teachers (Stollman et al., 2019; Schwab et al., 2022). To address these research gaps, the aim of our ethnographic research is to explore how lower-secondary school teachers reflect on and implement inclusive practices to address student diversity and to investigate the perspectives of all students on their teachers' inclusive practices.
ER  -

SVOJANOVSKÝ, Petr a Jana OBROVSKÁ. Uncovering the complexity of teachers’ inclusive practices: Dynamics of addressing the unique learning profile of each student in heterogeneous classrooms. In \textit{European Educational Research Association Conference, 2024, Nicosia, University of Cyprus}. 2024.

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