Resumen de Responsive teachers in inclusive practices

Hafdís Guðjónsdóttir, Edda Óskarsdóttir, Jóhanna Karlsdóttir

• Ideas of inclusion assume that every student has equitable access to education and that schools organize learning spaces that accommodate everyone. For teachers, it is a continuous search for pedagogy and approaches to meet diversity in inclusive schools. They are the key to developing inclusive practices and pedagogies in dealing with heterogeneous classes, because they are the ones who decide and develop the learning environment where students are meant to learn and work within the structures of the school system.

  The study was qualitative and conducted in collaboration with six school teachers who were purposefully chosen to participate. Data was collected through reiterated cycles of note taking, photographing, videotaping, and two focus group interviews. The purpose of the study was to collect examples of innovative teaching in order to promote the construction of inclusive pedagogy and education for all in inclusive environments. The aim was to learn how teachers organize their subject teaching in diverse and inclusive classrooms. The findings indicate that teachers’ beliefs and openness towards diverse students are important for supporting learning for all students. Further, the findings give an insight into an inclusive pedagogy that teachers have created.