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Home > Reflective Teaching in Schools, 5th Ed > 4. Reflecting on consequences > 15. Inclusion > Further reading > Developing inclusive classroom communities


  1. 1. Becoming a reflective professional
       1. Identity
       2. Learning
  2.    3. Reflection
  3.    4. Principles
  4.    Observing [supplementary chapter]
  5.    Enquiry [supplementary chapter]
  6.    Mentoring [supplementary chapter]
  7.    Techniques of enquiry
       [supplementary chapter]

  8. 2. Creating conditions for learning
  9.    5. Contexts
  10.    6. Relationships
  11.    7. Engagement
  12.    8. Spaces

  13. 3. Teaching for learning
  14.    9. Curriculum
  15.    10. Planning
  16.    11. Pedagogy
  17.    12. Communication
  18.    13. Assessment

  19. 4. Reflecting on consequences
  20.    14. Outcomes
  21.    15. Inclusion
  22.    Judgement
       [supplementary chapter]

  23. 5. Deepening understanding
  24.    16. Expertise
  25.    17. Professionalism
  26.    Starting out [supplementary
       chapter]
  27.    Improvement [supplementary
       chapter]

Developing inclusive classroom communities

More recently there has been increasing interest in developing inclusive pedagogical approaches, which require a shift away from traditional approaches to inclusion based on making provision for most learners, alongside  something ‘special’ or ‘additional’ for some who experience difficulties, towards a pedagogy for all. For an explanation of the inclusive pedagogical approach see:

  • Florian. L. (2010) The concept of inclusive pedagogy. In G. Hallett & F. Hallett (Eds.). Transforming the role of the SENCO, pp 61-72. Buckingham: Open University Press.

Kershner, for example, identifies a number of key teaching approaches which support the learning of all children and young people:

  • Kershner, R. (2009) 'Learning in inclusive classrooms' in P. Hick, R. Kershner and P. Farrell (Eds) Psychology for Inclusive Education: New directions in Theory and Practice. Abingdon: Routledge (pp. 52-65). (Reader 15.6)

The key role that good classroom relationships plays in the development of inclusive learning communities is also highlighted. See for example:

  • Thorne, B. (1993) Gender Play: Girls and Boys in School. Buckingham: Open University Press. (Reader 15.5)
  • Bath, Caroline (2009) Learning to Belong: Exploring young children’s participation at the start of school, London: Routledge.

For further suggestions about classroom relationships see also Chapter 6.

The following books also examine practical strategies and policies for developing inclusive classroom learning:

  • Lewis, A. and Norwich, B.  (2004) Special Teaching for Special Children? Pedagogies for inclusion, Maidenhead: Open University Press.
  • Corbett J. (2001) Supporting Inclusive Education: A Connective Pedagogy, London: RoutledgeFalmer.
  • Loreman, T., Deppeler, J. and Harvey, D. (2004) Inclusive Education: A Practical Guide to Supporting Diversity in the Classroom, London: RoutledgeFalmer.
  • Rose, R. (2006) Making Inclusion Happen: A Practical Guide, London: Paul Chapman Publishing.
  • McNary, S. J., Glasgow, N.A., and Hicks, C. (2005) What Successful Teachers Do in Inclusive Classrooms, London: Paul Chapman Publishing.
  • Nind, M., Sheehy, K. & Simmons, K. (2003). Inclusive education: learners and learning contexts. London: Fulton.

For a discussion of the ways in which children’s social, moral and cultural development can be promoted through debate and a critical appraisal of citizenship with regard to issues of social inclusion see:

  • Holden, C. & Clough, N. (eds.) (1988) Children as Citizens; Education for Participation, London. Jessica Kingsley.
  • Arthur, J. and Cremin, H. (2011) Debates in Citizenship Education. London: Routledge.

Finally, a book that invites teachers to rethink what they know about social justice is:

  • Gale, T. & Densmore, K. (2000) Just Schooling: Explorations in the Cultural Politics of Teaching, Buckingham: Open University Press.

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