Title page
Contents
Acknowledgements 4
Abstract 5
Introduction 8
1. Diversity, inclusion and inclusive teaching 9
1.1. Understanding inclusive education, diversity and inclusive teaching 9
1.1.1. Inclusive education for all 9
1.1.2. Rethinking diversity through the lens of intersectionality 10
1.1.3. Conceptualising inclusive teaching 10
1.2. Building teacher capacity for inclusive teaching 11
1.3. Present challenges to overcome 13
1.3.1. Different understandings of diversity and inclusion 13
1.3.2. Low attraction and retention of high-quality and diverse teachers 14
1.3.3. Insufficient teacher preparation and development for inclusive teaching 17
1.3.4. Teacher well-being is not always prioritised 20
1.3.5. Lack of solid and inclusive teacher evaluation for inclusive teaching 20
1.3.6. A summary of main challenges to build teacher capacity for inclusive teaching 22
2. An overview of policies and practices 25
2.1. Attracting and retaining diverse and high-quality teachers for inclusive teaching 25
2.1.1. Attracting diverse and high-quality teachers 25
2.1.2. Retaining diverse and high-quality teachers 29
2.1.3. Assigning high-quality teachers to disadvantaged schools 30
2.2. Preparing prospective teachers for inclusive teaching 32
2.2.1. Diversity and inclusion as ITE objectives 33
2.2.2. Diversity and inclusion as ITE competences 33
2.2.3. Diversity and inclusion in ITE curricula 34
2.3. Teachers as lifelong learners 37
2.3.1. Supporting novice teachers effectively from the start 38
2.3.2. Keeping teachers prepared through professional learning 40
2.3.3. Guiding teachers through inclusive school leadership and management 45
2.4. Teachers count: An inclusive approach to teacher well-being 48
2.5. Assessing teachers for inclusive teaching 52
2.5.1. Towards teacher evaluation for inclusive teaching 52
2.5.2. Evaluating teachers more equitably and inclusively 55
3. A toolkit for inclusive teaching 59
3.1. Three key elements: Inclusive pedagogy, curriculum and assessment 59
3.1.1. The central role of inclusive pedagogies 59
3.1.2. Rethinking student curricula for diversity and inclusion 63
3.1.3. Making assessments inclusive 67
3.1.4. A summary of key elements for inclusive teaching 69
3.1.5. The Universal Design for Learning: A key tool for inclusive teaching 71
3.2. Core competences and skills 73
3.2.1. Critical reflection 74
3.2.2. Dismantling hidden bias 75
3.2.3. Global competence 77
3.2.4. Growth mindset 79
3.3. Managing an inclusive classroom environment 80
3.3.1. Setting the classroom tone 81
3.3.2. Classroom arrangements 84
4. The impact of teacher diversity and inclusive teaching 88
4.1. The strength of teacher diversity 88
4.1.1. Student learning and well-being 88
4.1.2. Role modelling 91
4.2. Assessing the impact of inclusive teaching 92
4.2.1. Student-focused interventions 92
4.2.2. Teacher-focused interventions 95
Conclusion: Translating practice into policy 103
References 105
Table 1.1. Main challenges to overcome to build teacher capacity for inclusive teaching 22
Table 2.1. Strategies to attract diverse and high-quality teachers 28
Table 2.2. Strategies to match high-quality teachers to disadvantaged schools 32
Table 2.3. Preparing prospective teachers for inclusive teaching through initial teacher education 36
Table 2.4. Strategies to support novice teachers effectively from the start 40
Table 2.5. Strategies to prepare teachers for diversity and inclusion through professional learning 44
Table 2.6. Strategies to guide teachers through inclusive school leadership and management 48
Table 2.7. Strategies to promote an inclusive approach to teacher well-being 51
Table 2.8. Toronto University's peer observation of teaching in areas of diversity and inclusion 55
Table 2.9. Strategies to evaluate teachers more equitably and inclusively 58
Table 3.1. The Inclusive Pedagogical Approach in Action (IPAA) 63
Table 3.2. The Culturally Responsive Curriculum Scorecard by NYU Metro Center 67
Table 3.3. Three main elements for inclusive teaching 70
Table 3.4. Universal Design for Learning Guidelines 72
Table 3.5. Punitive and restorative discipline 83
Table 3.6. Setting the tone for an inclusive classroom 84
Table 3.7. Common seating arrangements 86
Table 3.8. Inclusive teaching through online platforms 87
Table 4.1. The impacts of teacher-student congruence 90
Table 4.2. Impacts and limits of traditional role modelling 92
Table 4.3. A sample of wise interventions reviewed by Walton (2014) 93
Table 4.4. Impact of interventions to promote global competence 97
Table 4.5. Impact of interventions to dismantle bias and grow critical reflection 98
Table 4.6. Impact of interventions to promote inclusive pedagogy, curriculum and assessment 101
Figure 1.1. A visual differentiation between integration and inclusion 10
Figure 1.2. Key policy areas to build teacher capacity for inclusive teaching 13
Figure 1.3. Needs for training on diversity and inclusion (TALIS 2018) 18
Figure 1.4. Teachers' needs for training on diversity and inclusion (PISA 2018) 19
Figure 2.1. Teachers' high needs for continuous professional learning on teaching students with special education needs (TALIS 2018) 41
Figure 2.2. Teachers' high needs for continuous professional learning on teaching in multicultural/multilingual settings (TALIS 2018) 42
Figure 3.1. Key design elements for inclusive teaching 59
Figure 3.2. Core competences for inclusive teaching 73
Figure 3.3. Social identity wheel 75
Figure 3.4. Dimensions of global competence 78
Figure 3.5. Teacher training for global competence (PISA 2018) 79
Figure 3.6. Learning interactions in the classroom 81
Boxes
Box 2.1. Preparing prospective pre-primary teachers for diversity and inclusion through storytelling 35
Box 2.2. Addressing bias in student evaluations of teaching (SETs) 56
Box 3.1. Inclusive pedagogical approaches for engaging all students in mathematics 61
Box 3.2. Towards inclusive physical education 65
Box 3.3. Inclusive toys for early childhood education 65
Box 3.4. Strategies to navigate implicit biases 77
Box 3.5. Restorative practices to resolve conflict in the classroom 83
Box 4.1. Addressing gender stereotype threat in STEM 95
Box 4.2. An evaluation of a horizontal professional learning programme on inclusive pedagogy 99