Learning about inclusion

published:  October 2009

How can action research inspire teachers to promote inclusion?
Inclusion, that is, ‘reducing the barriers to learning and participation for all pupils’, is a challenge for many schools. Some of these barriers to learning and participation are inevitably found in the classroom, so if inclusion is going to be fully realised it requires the engagement and involvement of classroom teachers.   

This Research for Teachers (RfT) explores a project in which small groups of teachers were inspired to improve inclusive practice in their schools by engaging in action research. Seven comprehensive schools from England and Wales each had two teacher action research groups, both facilitated by an educational psychologist.

The teachers were encouraged to find out about and work with what young people brought with them to school, to take account of what young people valued in terms of education, and then to change practice accordingly. The process was not only about looking to engage greater numbers of young people in existing school practice, but also to change practice to appeal to those who had become disengaged.

Action research provided the strategy for achieving ongoing engagement and reflection by teachers working together. Changes in practice were evaluated by the teachers, leading to further reflection and improvement.

Some direct practical benefits to teaching and learning resulting from the project included:

• motivated and energised teachers with a wider repertoire of inclusive practice which had been tested and improved over time
• engaged pupils with a clearer understanding of their work and wider choices and influence over their own learning, and
• whole school impact through dissemination of successful action and an enhanced understanding of the potential benefits of teacher action research in the area of inclusion.

The researchers also concluded that the process of action research was valuable to teachers in and of itself. The model required groups of teachers to find time to reflect on evidence together and actively engage in issues of inclusion. This improved the depth and quality of teacher talk and collaboration was seen as a further positive result of the study.

The researchers identified five main areas of challenge for facilitators (in this project the facilitators were educational psychologists) and teachers involved in action research:

• facilitating the process – guiding without dominating
• preparing the ground – identifying teachers, securing management support
• shaping a project – deciding the focus for action
• keeping it going – maintaining momentum amongst conflicting priorities, and
• closure, sustainability and wider impact – celebrating achievement, disseminating learning and encouraging future action research.

We think teachers and CPD leaders interested in inclusive practice and collaborative action research will find the ideas and learning in this RfT useful. Also anybody wishing to introduce a culture of enquiry and reflective practice within their school will benefit from the RfT.

The RfT is based on the following publications:

Howes, A., Davies, S.M.B. & Fox (2009) Improving the context for inclusion. London: Routledge.

Davies, S.M.B. & Howes, A. (2007) Facilitating teacher engagement in more inclusive practice, ESRC end of award report.

Howes, A. & Davies, S. (2007) Engaged teachers, engaged pupils? Learning from cross-case analysis of secondary school action research work on inclusion. British Educational Research Association Conference, London, 5-8 September 2007.

Davies, S. M. B. & Howes, A. (2006) “I haven’t got time to think!” Contradictions as drivers for change in an analysis of joint working between teachers and school psychologists. 28th International School Psychology Colloquium, Hangzhou, China, 15-20 July 2006.

Howes, A. & Davies, S.M.B. (2006) Designing for complex change? Critically evaluating an application of design study in relation to teachers developing more inclusive practices. British Educational Research Association Conference, Warwick, 6-9 September 2006.