Administrators must model this and encourage after school programmes and staff retreats. Teachers can work more effectively as a team. 

The focus must be on teachers, and it must be conducted in a non-threatening environment. Teachers must be given the opportunity to share their experiences with each other with no fear. Reflective practices should also be embedded so that reflection can be used later on for effective practices. The construct of learning study, and other important concepts must be interesting. 

Improve the very structure of education. Knowledge is all around us, available anytime and anywhere, the role of the teacher is going to be fundamentally transformed. The challenge of the modern classroom is its increasing diversity and the skills that this diversity requires of teachers. This is why we need to do some new thinking when it comes to the teaching profession. Learning study will attempt to strengthen teachers' awareness of and readiness to teach for student diversity and inclusivity.

The learning study should involve  teachers and be done in such a way to include practice and reflections in a real school/ classroom set-up. This will help them acquire "knowledge of practice" and "knowledge in practice"  in inclusive education. 

Resources to be used in the study should be available and where need be improvisation with locally available material should be encouraged. 

Learning about inclusive education can develop inclusive teachers. Many teachers lack knowledge in inclusive education and hence exclude learners unknowingly.  

Teachers need to be actively engaged in the development process. They need to work collaboratively and share ideas on things that may or may not work. They cannot be passive recipients of information. Additionally, teachers need time and the opportunity to engage in practices learnt so they can have direct evidence of their successes. The practices learnt and executed in the classrooms need to be monitored to ensure that the teachers can obtain assistance where necessary. Teachers need to be able to evaluate what was practised in the classroom based on the professional development.  Becoming inclusive teachers is not just an outcome but more importantly, a process.

Teachers and school administrators need to understand the meaning and purpose of 'learning study' so that teachers dont feel like it is something being imposed on them. Once this understanding is in place, then 'learning study' can be organised with teachers as active participants. 

As we can see teachers play a pivotal role in mainstreaming inclusive education. What needs to be in place to enable teachers to take part in learning study is the continuous support of principal of the school, colleagues ,special educators as well as the parents. Additionally to this the teacher should be a reflective practitioner as well to strengthen his/her professional growth and teacher and student relationship, which is very important.

The idea of "Learning Study" is indeed a very important factor in teacher professional development. I believe that a warm and friendly environment needs to be in place. Just as we create such environments for our learners to be comfortable, so too when we are learners ourselves, we need this sort of setting in which to maximise on our learning. As we engage in these learning/study sessions, the benefits will undoubtedly prepare us for becoming inclusive teachers. many of the learning study group members will be unique in their own way, some might even be differently abled and we must be able to work with our peers, engage in group work ourselves, so that wecn then go back to our classrooms fully prepared and ready to put our pedagogical knowledge into practice. 

Here are some other benefits of taking part in learning study and engaging in professional research:

1. help you find solutions to particular problems arising in your classroom or school

2. underpin professional learning of knowledge, skills and understanding

3. connect you with sources of information and networks of professional support

4. clarify purposes, processes and priorities when introducing change – for example, to curriculum, pedagogy or assessment
    
5. improve understanding of your professional and policy context, organisationally, locally and nationally, enabling you to teach and lead more strategically and effectively

organized planning sessions could be ideal. Teachers could then be challenged to execute their plans. 

Well organized training sessions where teachers can feel safe to share and reflect on what they are doing or issues they my encounter in a non-threatening environment. This level of collaboration can lead to necessary changes in methods or techniques used as inclusive teachers. This would of course assist in the development of inclusive teachers as they need to always decipher various means of making inclusive education beneficial for their students. 

For teachers to effectively take part in Learning Study they need

- Time - between balancing their curriculum delivery and planning sessions. They need to have the adequate time to properly dedicate to this venture.

- Resources - To effectively carry out the learning study they must have as much access to the needed resources as much as possible

- Support - From administration, this goes a long way in reassuring the educator the need to take on this responsibility.

A learning study model will thrive in an environment that is non-threatening, where teachers’ input is accepted and valued. Experienced teachers who are well-versed in knowledge in practice and knowledge of practice, should be able to adapt suggested strategies to suit the needs of learners. Teachers should therefore, be given the leeway to ‘tweak’ strategies or interventions. There is also the need for opportunities to reflect and assess of the effectiveness of strategies implemented.

'Learning Study' can be promoted by the administrators ,by providing staff forums . This will also help teachers share and develop knowledge of Practice in groups. 

Democratic leadership on the part of the administrator/teacher is one crucial element in establishing teacher learning study. The administrator shares knowledge for practice in presenting the learner centered vision and then spotlights teachers as they share their thoughts and ideas regarding the vision. This produces a climate that immediately fosters collaboration, one that makes teachers feel that their opinions, and experiences are valued. Such feeling encourages openness, trust, professional respect and a willingness to participate.

Learning study can develop inclusive teachers because it engenders research driven practices, teacher collaboration, reflection, flexibility, and creates in them a willingness to use their knowledge of practice to plan learner centered activities.  Learning study is in a sense an iterative approach involving Administrators enabling a learner-centered environment among teachers who in turn facilitate learner centered classroom activities to enhance student achievement. 

If we have an administration team that encourages learning study sessions, if we are provided with the time to participate in these sessions and if we feel there is value in these sessions there is no doubt we can develop ourselves as inclusive teachers. We need to understand "why" we are participating in these learning study groups.

A safe environment where teachers can share Information and ideas without judgment and with impunity.

Teachers must be given the required time to take part and develop their learning study.  The use of reflection of what they have done also assist the teachers to have a clearer prospective as what they can improve and what is working.  Support from the administrator is essential for any change to take place. Practicing what was learnt and being able to ask questions is essential. Having the learning study done at the school and getting the facilitators to visit over a period of time for support is quite important so teachers will know that they are on the right track.  

 -Time- Teachers  need to have sufficient  time to be participants in their learning study that is well organized. 

-Welcoming and safe environment- The learning study should be within the school environment  where teachers are comfortable and free to share their ideas, experiences , various teaching strategies and methods.that work with their learners. When the learning study is in the school environment  this will support reflective practice. The learning study will be on a regular basis, ongoing and it will be linked to practice .  Teachers can assess what is working and what needs to be changed to help our learners.

-Resources . There must be accessibly to appropriate  resources for teachers as they take part in the learning study.

- Positive attitude- There must be a.willing attitude to be involved in learning  study that fosters collaboration,  team work, sharing  of ideas , giving appropriate  feedback, reflecting on your work practice. Teachers ought.to be open minded to suggestions and value contributions of others. When we work together,  communicate  effectively we can also help those we teach to work together and communicate positively  and effectively  with eachother and with  their teachers. We have our strengths and things we need to work on as educators. Working as a.team helps us improve our practice and also to use our strengths.to help eachother and in turn our learners. We are the learners in the learning  study. We are the active participants in the process. What we want from our learners we as their teachers have to put it into practice.

Support- In a learning study we need support from our administrator and professionals in the field to help organise sessions, monitor progress and to facilitate  follow  ups.

Learning study helps to develop.inclusive teachers as it  fosters collaboration  amongst teachers ,  they share ideas ,strategies,  give suggestions,  do research,  respect and value contributions. Teachers learn from eachother  and work together . 

Encouragement and support from admin.. Also a staff that is willing to welcome change and work beyond what they are accustom to practicing . Additonally, umlimited materials that will aid in an effective trial.

In addition to all what has been written, self motivation is also very important. Teachers themself need to be proactive and self propelling.

At my school time is a major issue. If there are measures in place that do not make teachers feel overwhelmed and out of time to accomplish their goals they may be more willing to easily participate in these.

A 'learning study' approach needs to be firstly valued by administrators before it can be truely valued by the teacher and then the learner. It may take more time than a 1-2 day training would but it will be far more effective for the teacher and the learner. 

The learning study results in a teacher evaluatng their strengths and challenges as well as their students' strengths and challenges. It makes for better communication within the teacher-learner relationship.

Firstly, the organization and administration need to support the teachers by encouraging them to take part in "Learning Study". Moreover, sometimes the time may be a major barrier for teachers to participate in these, therefore the administrator should give teachers the time that is needed to fully focus on these PD. Secondly, before they participate in the learning study , teachers should be given an outline or summary of the entire course and how their participation is vital. Thirdly, create a comfortable environment where teachers can form groups and easily share information among themselves. Have them be part of the study and practically engage in activities. Most important, allow for reflection immediately after the activities . 

Learning study introduces new concrete accommodations and new instructional methods to teach all students. Developing capacity to teach to a variety of learning styles and challenging students. Gaining theoretical background and understanding to increase student achievement and well-being.

All members of staff need to have a positive collaboration in order for there too be an effective school. Teachers would then be encouraged too upgrade themselves which would include educating themselves about inclusive education. Inclusive education is being adopted in schools throughout the region so we have to be on par with all the new developments that takes place.

For learning study to take place, administrators should be in full support with the teachers. Teachers must also have that interest to be a part of the learning study. Learning study can develop teachers because it will give them the insight of what is needed for the children. Teachers will grow into effective teachers. It will develop the schools a whole.

What needs to be in place to enable teachers to take part in 'learning study'? How can learning study develop inclusive teachers?

For this to take place, the school and its teachers need to have the proper knowledge of what learning study is. It goes back to having a welcoming atmosphere both in and out of the classroom and colleague collaboration. Also, educators need the necessary knowledge of their student in order to effectively teach them. Learning study can be used to develop inclusive teachers by assisting one another if an issue arises, gaining a variety methods and strategies to deliver curriculum to students, adapt a better understanding of how to use certain skills in teaching a diverse classroom, self-reflect on certain areas when you think you fell short so to improve on next time and improvement on time management in terms of delivering full content in all courses.

I believe that the resources is very essential because if there is no resources how learning study take place. Even the time is very essential because if it interferes with the teacher's time then won't be able to enroll in it. When teachers educate themselves, they also put into practice what they learn in the classroom which in return help students in need. When you are among other teachers everybody share their ideas and experiences from which you can learn from mistakes you made and implement new strategies to help students that are need of it.

The administration should develop and incorporate learning study sessions into its academic year for teachers. During holidays would be ideal to organize these sessions. With this opportunity, teachers will be able to work together, share their experiences and ideas on continuously improving their teaching practices especially where it concerns being an inclusive school. Pedagogical units can be discussed in relation to inclusive learning by answering questions such as : 

1. What is the intended object of learning? -- A worthwhile subject of learning can be selected and teachers can discuss learning difficulties students with special needs may face through interviewing them, giving them a pre-test, or hearing other teachers' experiences. Then, teachers can design a teaching approach and lesson plan for this area.   

2. What occurs in the object of learning? -- This means noting what actually happens in the lesson and recording the observation. Teachers can write these events down in the reflection notebook to share at the learning study session how their special needs students performed.

3. What is the lived object of learning?-- This is what students actually learned in the lesson and comparing the pre and post test results, giving ample ways for participation, and interviewing them. Teachers can write down and reflect on how special needs students participated and performed in a topic.

With these questions answered, teachers can understand and link the relationship between teaching and learning. The knowledge gained can then be used to finetune teaching practices towards becoming an inclusive school continuously.    

Lesson study is seen as a kind of action research and professional development activity in which teachers collaborate to create effective lessons and examine their own practice. 

School leaders are not only responsible for institutionalizing policies and resources that support collective learning, but also for nurturing a culture that ensures the productivity of collective learning. They should also foster a collaborative culture and trust in order to facilitate an organizational learning environment in which members of staff are able to present their points of view and thoroughly discuss them before decisions are made.

What need to be in place to enable teachers to take part  in learning study is having  support  from employer, administrator and teachers  which will also include a supportive culture that will invest time, resources, positive attitudes in quality professional learning and opportunities for all staff to improve on practices. When teachers are motivated there is a willingness to to improve the school and feel apart as there is a feeling of ownership, commitment and enthusiasm for the way forward.

In order for teachers to participate fully in "learning study" they must first be made to feel comfortable. A non threatening environment will encourage teachers to share their hits and misses without fear as they would be sure that there would be no criticism involved only guidance and support. 

Learning study can develop inclusive teachers as it encourages teachers to come together as a community of learners working together to improve their practice in order to reach all students. 

Added to reflective practices mentioned before, I think Peer evaluation and Peer support groups should be implemented in each school district could help in a positive and constructive manner.  

Early in my ECCE career, Field Supervisors would organize quarterly workshops in their respective Educational Districts. These sessions provided teachers a much needed platform for collaboration in curriculum planning and reduced the stress on the individual teacher for the students' learning process and that the involvement of the cluster schools increased their collective responsibility.

Hi,

Teachers need to feel like part of a team and they need to feel comfortable with the members of staff as well as Administration for them to be willing to participate in "learning study." Having to participate and not being comfortable would pose as a challenge and it is not something you want to force on anyone. You wan them to see the benefits and be part of it by choice. They would see the benefits of the study and allow for it to work for their students based on their experiences with it.

Regards,

Michelle

What needs to be in place to enable teachers to take part in ‘learning study’? How could Learning study be used to develop inclusive teachers.

There are a number of things that should be in place for teachers to take part in learning study. One of these is that the school should be willing to take part in the learning study. With the help of the principal, the teachers can form a ‘learning study group’. Seeking assistance from professionals is a key factor. Teamwork is also important and through this, they can plan classroom activities for the teachers to try in their classrooms. Post discussions to review and reflect on what is working and what is not. Another important factor is the positive attitude of the teachers and administrators to move forward with the plan. Of course, the availability of resources to match the needs of all students enrolled in the school. A non-threatening environment in which teachers can collaborated and shared their experiences will gives way to honesty and accountability. If these elements are present, the results of learning study will be effective and positive. The outcome will be the availability of inclusive teachers committed to the mission of serving all no matter what is their needs.

In order to enable teachers to take part in "learning study" the need strong leadership from the school's administration. Learning study can develop inclusive teachers by permitting flexibility and evolution of teacher's teaching styles.

To enable teachers to take part in learning study, teachers must first be given the opportunity come together to discuss and share ideas. Teachers must engage in reflection on their practice and with this one can plan on how and in what way to move forward, but in coming together as a team with other members of staff one can share his or her reflection/ideas and others can make a contribution to which will assist the teacher in making the best decision for the learner.

A team effort with a positive attitude will bring novelty and experience together. Learning study groups can begin within departments, e.g. the math department can come together once a week and discuss the different activities done in class and everyone can share their reflections and gather what's the best practice or approach to a topic in math.

 Encompassing all the ideas and the Knowledge for, in and of practice will keep inclusiveness and pedagogy together.

Its all about working collaboratively to develop skills and become and inclusive teacher.

The teacher training education programmes offered by various institutions need to be revisited and restructured to include comprehensive components of special and inclusive education instead of being a separate specialized programme. Learning study would thrive better in an environment where teachers are free to share their experiences both good and bad.

Hi everyone!

To enable teachers to take part in "learning study" , there must be a "non-threatening" or "safe space", where they/ we can be open in discussing or sharing our experiences and views and accept advice. This can allow for reflection which is much needed as an inclusive teacher and the removal of "barriers"  to create that positive ethos.

More time should be given to study and cover the courses presented. 

The 'Learning study' approach to professional development is effective in that it encourages teacher learning in a non-judgmental environment for teachers to express themselves. Teachers need to have this in place to have a sense of willingness and open-ness to want to engage in inclusive learning.

Also, it encourages teachers to work together to plan and share ideas and strategies, try them out and then come back together to review the results.

In ECCE, the children are encouraged to engage in Plan-Do-Review when they are playing in Learning Centres, and this Learning study approach reminds me of that. It creates intentional pathways to impact the teaching and learning dynamic for all.

'Learning study' can be used to develop inclusive teachers by encouraging educators to work as a collaborative team to reflect daily and to improves activities to meet the learners needs. Creating an environment for teachers to be open to share suggestions, honest experiences and are willing to adapt to new ideas will enable teachers to take part in 'learning study'.

The idea of a non threatening environment really struck me as critical for the reflection process to take place. Human nature is protective so if someone feels sharing a thought or idea will be met with aggression, then no one will want to reflect. 

In the case study, the line that stood out for me was, "They stopped thinking of it as a particular teaching method and started to focus more carefully on their learners and how they experienced the lesson." If we, as educators, begin first by seeing our students, learning our students, engaging with our students and appreciating how each learns, then we would be able to execute curriculum content in a way that caters to each learner. Learning study has the potential to help teachers visualize how their students would respond to learning experiences based on their past observations of how the same students interacted with content, related resources and teaching strategies. This visualization would be possible, since teachers would now be encouraged to keep and maintain reflective journals, Inclusion requires a growth mindset, open to myriads of possibilities for each learner and learning study supports this process.

A school with an ethos of reflective practice would enable teachers to take part in a learning study, I agree. It must be built into the mental structure of the school so that teachers see the benefits of engaging in learning study. A supportive and non-threatening environment is absolutely necessary for teachers to be comfortable enough to share their teaching/learning and classroom practices with colleagues. This freedom will facilitate collaboration and an exchange of ideas to support all learners in the classroom. We forget, inclusion has to exist for the staff as well.

To participate in a learning study, it is necessary for teachers to be open-minded, innovative and willing to collaborate and try new things. Such mindsets and positive intentions will create an atmosphere in which new ideas can be explored and tailored to suit the needs of the learners. Furthermore, for a learning study to work, teachers must be willing to view the learning experience from the learner’s perspective and develop strategies that they themselves would be comfortable to function with. Viewing teaching strategies from both the teachers’ and learners’ perspective will allow for the development of more inclusive learning experiences.

To enable teachers to take part in 'learning study’ you must have a positive learning environment in which teachers are valued, feels a willingness to work together as a team and plan activities, execute and then reflect.

Learning Study can be very effective in changing teachers’ beliefs from a vague understanding of being inclusive, to being advocates and reflective practitioners. 

In order to enable teachers to take part in "learning study", administrators or the ministry of education need to provide a non-threatening environment where teacher feel safe to share their views, opinions, ideas and experiences. This can help develop inclusive teachers by opening teachers minds to new ideas shared on how to engage and help each child differently.

for teachers to take part in a learning study, I think they need a conducive working environment, intrinsic motivation, support and understanding of their professional needs. A learning study is a forum for sharing experiences among the teachers and collaborating on next steps of action. through the learning study external input based on evidence can be shared and adopted

When trying to enable teachers to take part in learning studies it is beneficial to consider the opportunities available. Teachers who are motivated, help and motivate their students to learn effectively. So too principals, administrator, deans, head of departments, senior teachers need to motivate teachers to want to do more as they work together  for the good of the students. As teachers learn, they develop key phases which includes planning, implementation and evaluation.   

For teachers to take part in learning study the following need to be in place:

1) Facilitators or leaders (which could be the principal or other teachers skilled in the area)

2) Learning Study Group: A safe forum for teachers to share their ideas and classroom  experiences for everyone to be aware of the context

3) Time set aside for observational lessons with the intention of assisting the teachers to implement further strategies that will improve learning opportunities

4) Discussion with examples to come to the understanding that LCE is not a particular method but learner receptivity.

5) Schedules to revisit discussions to further assist teachers

Firstly, Administrators and teachers must work as a team to enable teachers to be part of the "learning study." Teachers must be open for positive criticism. "Learning study" can be used to develop inclusive teachers by encouraging staff to reflect daily and improve activities to meet the learners needs. The teacher can also create an atmosphere where colleagues feel comfortable to make suggestions, share honest experiences and are willing to adapt to new ideas.

The Student Support Services Division (SSSD), school administrators, teacher educators have to take the lead in planning 'learning study' groups in a non-threatening environment within their districts and ensure that this initiative is implemented in each school with proper monitoring and evaluation follow ups. Learning study groups can aid teachers to be more reflective in their practice, document their reflections, share their experiences, and help them to focus more carefully on their learners and how they experience the lessons thus enabling teachers to be more inclusive in their practice. 

Teachers would need to understand the change, the reason behind it, and or the learning theory  to be implemented that is being proposed in the Professional Development Programme. Teachers would then need to be taught how it is to be implemented. Followed by mentoring and continuous support and provision of resources to support learning. Teachers must also be given a forum to share their views, challenges and successes in order to measure success and provide feedback. Once teachers are able  to see that all are invested, and it isn't a one off teacher training where they are left to implement based on the knowledge gathered and their interpretation of what was presented, but rather an investment by all. The process would be more effective.

The administrators/headteachers must provide an enabling environment and give all the necessary support the teachers need to take part in learning study.

Learning study could develop teachers by sharing information about their experience in the classroom, working together as teachers and also reflecting on the activities carried out in the classroom. They will further use what they have learnt to plan for more activities.

I believe in order to enable teachers to take part in learning studies, the administrators should not make it mandatory and also they should have sessions in a non-classroom type environment so as too encourage teachers to feel free to express themselves without thinking they will be judged for their opinions. 

I think what needs to be in place to enable teachers to take part in 'learning study' is access to valid research, time to try and modify their ideas and team work.

Learning study can develop inclusive teachers by the small group sharing their ideas and research in staff meetings to encourage their peers towards the idea of inclusion. These meetings also creates a database for the demographic of the school to assist the learners as they move from class to class throughout their school life. 

'There are one saying' the cemetery is the biggest university,it stores knowledge and information that no one can access.

Teachers reflections also shows a great interest when it is collected, documented and analyze , all that happened in the activity. this practice develop a culture of reflective practices to improves the school by creating a strong foundation for more improvement in teaching and learning.   

Activity 3.5 Example from Practice

"No man is an Island". To achieve best practices and encourage inclusion all stakeholders have to be committed and on board. Teachers play a vital role in making this happen and therefore need to work collaboratively, share information, experiences and together come up with strategies that will support and provide opportunities for all learners. Reflection, self- evaluation and evaluation of the methods/ strategies used will help teachers in their planning process as they strive to become inclusive educators. 

As Teachers are exposed to new development in education they will learn strategies to implement in their teaching practice. As Teachers implement new strategies more child in their classroom will learn and benefit.    

Reflection and practice for teachers for teachers is important in inclusive education as it will allow teachers to acquire knowledge in this setting. It is my opinion that the environment plays an important role also as it can assist or encourage teachers to participate in learning study.

Administrative support to encourage teachers to work more as a team as well as professional development through trainings and workshops. 

Administrative support, external guidance from trained professionals, small group sessions for teachers of a common area/department can all contribute towards enabling teachers to participate in a ' learning study'. The 'learning study' can provide information and guidance as teachers implement different strategies towards creating an inclusive environment.

For teachers to take part in a 'learning study' there's need to identify a skill area of LCE that teachers need to develop and involve them in a practical activity in which they will make reflections as a basis for further professional development.  

I think a school policy should clearly state that all teachers must partake in professional development. All schools should have at least 1 professional development session per week. t

Topics for professional development to include inclusive teaching.

For example- I visited a school for professional development, I found out that his school allocated one hour professional development in every Wednesday in every week.

The needs can be the way training session are organise and followed up. Training sessions need to be organised as workshops where teachers can practice the new trend in their classroom. In addition, teachers need to educated to work in collaboration and cooperation to help each other on new practices. 

In the Case Study it showed that the researchers shared information with Teachers and they worked alongside them to plan trial activities for assessment of what might work.

To encourage Teachers to participate in Learning Study, there must be collaboration with staff and administrators in an safe and comfortable environment where they can share ideas and experiences freely.

Learning Study can help to develop Inclusive Teachers as they collaborate, learn and share ideas and develop classroom strategies in a positive environment. Creating the right environment also helps to create a positive attitude towards inclusion.