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Inclusion: Every Teacher's Responsibility: Reflecting on Developing the National Framework for Inclusion 3rd Edition.

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Bibliographic Details
Title: Inclusion: Every Teacher's Responsibility: Reflecting on Developing the National Framework for Inclusion 3rd Edition.
Authors: Cantali, Di1,2 (AUTHOR) d.l.cantali@dundee.ac.uk, Darling-McQuistan, Kirsten3 (AUTHOR), Dey, Donna4 (AUTHOR), Foley, Yvonne5 (AUTHOR), Graham, Archie6 (AUTHOR), Priestley, Andrea7 (AUTHOR), Wang, Yuchen8 (AUTHOR)
Source: Scottish Educational Review. 2024, Vol. 56 Issue 1/2, p48-67. 20p.
Subject Terms: *Educational change, *Teachers, *Teaching methods, *Learning, Inclusion (Disability rights), Professional standards
Geographic Terms: Scotland
Abstract: This paper discusses the development of the National Framework for Inclusion 3rd edition. This is a key publication for educators both in Scotland and globally, written by members of the Scottish Universities Inclusion Group (SUIG). This structured reflective resource, which is underpinned by the principles of Inclusive Pedagogical Approaches in Action, encourages educators to reflect on and consider their inclusive practice. A series of questions, reflecting current priorities and changes in Scottish education and society, align directly with the General Teaching Council for Scotland (GTCS) Professional Standards for Teachers. The paper considers the Framework's underpinning principles, reflects on the collaborative five-step process followed by the writing group, and provides examples of how the Framework is being used in innovative teacher education practice. In using the ACToolkit change model to guide the development work, this paper also makes a new contribution to the fields of educational change and inclusive practice. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This paper discusses the development of the National Framework for Inclusion 3rd edition. This is a key publication for educators both in Scotland and globally, written by members of the Scottish Universities Inclusion Group (SUIG). This structured reflective resource, which is underpinned by the principles of Inclusive Pedagogical Approaches in Action, encourages educators to reflect on and consider their inclusive practice. A series of questions, reflecting current priorities and changes in Scottish education and society, align directly with the General Teaching Council for Scotland (GTCS) Professional Standards for Teachers. The paper considers the Framework's underpinning principles, reflects on the collaborative five-step process followed by the writing group, and provides examples of how the Framework is being used in innovative teacher education practice. In using the ACToolkit change model to guide the development work, this paper also makes a new contribution to the fields of educational change and inclusive practice. [ABSTRACT FROM AUTHOR]
ISSN:01419072
DOI:10.1163/27730840-bja10023