Supporting Inclusive Education: A Connective Pedagogy

Supporting Inclusive Education: A Connective Pedagogy

Supporting Inclusive Education: A Connective Pedagogy

Supporting Inclusive Education: A Connective Pedagogy


Supporting Inclusive Education is a case study of a London primary school which includes a wide range of learners. It looks at: different teaching and learning styles; the effective use of learning support assistants; responding to challenging behaviour; using specialist strategies; how to research inclusive education; and what makes for a connective pedagogy. It is written for an audience of teacher-researchers in a jargon-free style. Jenny Corbett is a leading expert in the field of inclusive education; her experience in supporting individual learners in mainstream education and the way she links theory to practice make this an essential read for all involved in the area.


School staff face many challenges today. Recently they have had to respond to a plethora of curriculum and assessment reforms, Literacy and Numeracy Strategies, Government-led moves toward performance indicators, regular OFSTED inspections, and a general push toward accountability and raising achievement levels of pupils. But there are other, possibly more enduring, concerns that also affect the day-to-day functioning of schools.

I get insight into these concerns in the course of one of my professional responsibilities—supervising teachers who are undertaking research for dissertations, as part of MA level courses. When choosing a topic I encourage them to reflect on their own professional concerns and ways in which they can shed light on them. The range of topics are rich and varied and in recent years have included underachievement of particular groups in school, student motivation and attitudes, bullying, effective approaches to inclusion in classrooms, and pupils’ emotional and social difficulties. Some issues are made particularly pressing because of recent events in their own or neighbouring schools, and are high on agendas of current educational and political discussion, as well as at staff meetings.

However, too often the information teachers and others need on these topics is not available in a form that they find helpful or accessible. Sometimes the topic is addressed in a way that is too academic and removed from the practical concerns of everyday school life. But there is a converse problem that seems to have become more obvious recently—a tendency to oversimplify and trivialise what is likely to be a complex issue, and offer packaged solutions instead of a full analysis.

This book series—School Concerns—has been set up to bridge the gap between these two types of approach. It was designed to address contemporary issues, usually related to behaviour in schools, that are . . .

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