In order to achieve the vision for inclusive education set out in the Salamanca Statement and Framework for Action on Special Needs Education (UNESCO, 1994), policies that support inclusive teaching are needed. Many such policies are in place, however, implementing them is proving more difficult. In weeks 2 and 3 the focus was on why learner-centred education (LCE) is an appropriate policy response for calls for inclusive education, what it means and what inclusive teaching and learning look like in practice. Change takes time. This week’s focus is on the support needed to encourage and develop inclusive teaching practices – the how of managing change. You will be introduced to the idea of a teachers ‘toolkit’, and begin to build your own.

This week you will:

• engage with ideas about how teachers learn
• consider what it means to be a ‘reflective practitioner’
• review resources that are available to support inclusive teaching
• reflect on your learning on this course.