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A Level Playing Field: PLCs as a Sustainable Model of Professional Learning to Support the Enactment of Inclusive Pedagogy to Support All Learners in Post-Primary Schools

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Title: A Level Playing Field: PLCs as a Sustainable Model of Professional Learning to Support the Enactment of Inclusive Pedagogy to Support All Learners in Post-Primary Schools
Language: English
Authors: Caitriona Pennycook (ORCID 0000-0002-8975-994X), Laura Miskella, Susan Taaffe, Aoife Brennan (ORCID 0000-0002-7193-5589)
Source: Journal of Research in Special Educational Needs. 2026 26(3).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 15
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Higher Education
Postsecondary Education
Descriptors: Communities of Practice, Foreign Countries, Inclusion, Secondary School Teachers, Partnerships in Education, College School Cooperation
Geographic Terms: Ireland
DOI: 10.1111/1471-3802.70134
ISSN: 1471-3802
Abstract: Despite the strong policy and legislative context for inclusive education worldwide, its definition lacks consensus, and debate exists around its enactment. While there is growing research on how inclusive pedagogy can support teachers to create inclusive classrooms, it mainly relates to primary education. Given the distinct challenges to inclusion in post-primary schools, research explicitly focusing on how to enact inclusive pedagogy in these settings is essential. This is particularly important in the Republic of Ireland in the context of increasing diversity of learning needs and the significant need for teacher professional learning (PL) in this area. This study aims to address gaps in the literature by exploring how professional learning communities (PLCs) in two Irish post-primary schools supported teacher enactment of inclusive pedagogy to meet the needs of all learners through a school-university partnership. Qualitative data from 20 participants revealed that the PLCs were an effective structure for collaboration that supported teachers to enact inclusive pedagogy. This study adds to the limited body of research on inclusive pedagogy in post-primary schools by offering a sustainable PL model to practically support post-primary teachers in creating inclusive classrooms that meet the needs of all learners.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1513133
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Caitriona+Pennycook%22">Caitriona Pennycook</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8975-994X">0000-0002-8975-994X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Laura+Miskella%22">Laura Miskella</searchLink><br /><searchLink fieldCode="AR" term="%22Susan+Taaffe%22">Susan Taaffe</searchLink><br /><searchLink fieldCode="AR" term="%22Aoife+Brennan%22">Aoife Brennan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7193-5589">0000-0002-7193-5589</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Special+Educational+Needs%22"><i>Journal of Research in Special Educational Needs</i></searchLink>. 2026 26(3).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+School+Cooperation%22">College School Cooperation</searchLink>
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  Data: 10.1111/1471-3802.70134
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  Data: Despite the strong policy and legislative context for inclusive education worldwide, its definition lacks consensus, and debate exists around its enactment. While there is growing research on how inclusive pedagogy can support teachers to create inclusive classrooms, it mainly relates to primary education. Given the distinct challenges to inclusion in post-primary schools, research explicitly focusing on how to enact inclusive pedagogy in these settings is essential. This is particularly important in the Republic of Ireland in the context of increasing diversity of learning needs and the significant need for teacher professional learning (PL) in this area. This study aims to address gaps in the literature by exploring how professional learning communities (PLCs) in two Irish post-primary schools supported teacher enactment of inclusive pedagogy to meet the needs of all learners through a school-university partnership. Qualitative data from 20 participants revealed that the PLCs were an effective structure for collaboration that supported teachers to enact inclusive pedagogy. This study adds to the limited body of research on inclusive pedagogy in post-primary schools by offering a sustainable PL model to practically support post-primary teachers in creating inclusive classrooms that meet the needs of all learners.
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