Teachers need to adapt to changing circumstances and to develop understandings in this dynamic context by building knowledge, enquiring into practice, leading and working with colleagues and adopting a critical stance to their own practice and learning.


Teachers should have comprehensive knowledge of and critical engagement with current educational provision, policy and legislation. This should be informed by research and literature and related to experiences in schools and classrooms. The following questions might be considered.

  • What are the opportunities, tensions, dilemmas, contradictions and problems for inclusion when interpreting and implementing current policy and legislation?
  • What are the features of inclusive teaching and learning for schools, classes, groups and individuals and how might this be structured and organised?
  • How can respectful relationships be fostered and maintained with learners, their families, other children’s services and the wider community?

Teachers should develop a deep understanding of children’s learning and of the pedagogical practices that support all learners.

  • What do deep pedagogical knowledge and understanding look like and how might they support inclusive practice?
  • What knowledge must all teachers have and what specialised knowledge might some teachers require?