Learning for Sustainability

Intro text about this priority area

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Information about the group's aims

University of Dundee

The Framework is used in the BA Childhood Practice degree, particularly in the ‘Diversity and Inclusion’ module to encourage students to undertake audits of practice and as a starting point for discussion on how children are included in the setting. The Post-Graduate Certificate / Diploma / Master’s degree in Inclusive Education also draws from the Framework to generate questions and discussion about inclusion within a teacher’s setting; this leads to an action plan being written to improve an aspect of inclusion. In the MA (Hons) Education and PGDE (initial teacher education programmes) the Framework is used to inform modules, for example: 1st year module design is underpinned by principles of inclusion PGDE Primary and Secondary both have specific sessions on inclusive practice and sessions on inclusion in a wider sense. PGDE Secondary – the Framework is used to explore inclusion in the classroom with challenge questions used to generate discussion amongst students e.g. Who are the children and young people who are at risk of discrimination and / or being overlooked, resulting in barriers to participation and learning?

University of Strathclyde: Work with Instrumental Music Services Scotland (IMS)

Since 2014 we have been working with this service at a national level to support their development of inclusive practice. This was in response to recommendations set out in a Scottish Government (2013) report which recognised a need for a more inclusive approach and also for the professional development of staff to support this. Over the last three years we have worked with IMS services from across Scotland utilising the Framework for Inclusion as a tool to support this development work. This work is ongoing; the most recent event was at the Heads of Instrumental Services Annual Conference on 2nd February 2017. The Framework is adaptable and is not used in a prescriptive way. At one event the following questions were considered: What would an inclusive instrumental service look like in your LA? How will you know that you were on your way to achieving this? What will you do to make this happen? Following this session one head of service sent an email communicating that the local authority had taken stopped selection procedures and their website now reads, ‘The Instrumental Music Service tries to accommodate for every child who wants to learn an instrument. Any testing is to establish a starting point, not to block access.’

University of the West of Scotland

In UWS, the Framework is used across a range of modules in the initial teacher education programmes and in the MEd in Inclusive Education. For example, questions such as What do we make of difference? In what ways can schools help overcome inequalities and challenge discrimination? What are the policies that influence the development of practice and provision in the area of inclusion? are addressed in the BA1 module Society and Lifestyles, while questions such as what are the conditions that promote children’s development? What are the different forms of support? What are the implications for working with and through other adults? are considered in the BA2 module ‘Inter-professional Working’. The UWS primary and secondary PGDE students are introduced to the Framework at the start of the programme and are provided with opportunities to engage with the reflective questions it contains throughout the year. When they are on campus, the students consider the questions with reference to academic literature and other relevant resources, while when they are on placement, they explore the questions through professional dialogue with the staff in their school. Towards the end of their PGDE year, the students are given opportunities to synthesise the insights they gained across the two contexts and to reflect on the implications for their practice during the probation year and beyond. In the UWS MEd in Inclusive Education, the Framework questions aimed at teachers and advanced professionals are weaved through the modules and guide the reflection process that is central to the progamme. Questions are revisited regularly and are considered from different angles, depending on the focus of the module. For example, the question What are the opportunities, tensions, dilemmas, contradictions and problems for inclusion when interpreting and implementing current policy and legislation? is examined in relation to Autism Spectrum Disorder, Dyslexia, and Social, Emotional and Mental Health Needs in the respective modules, while the question How might critical engagement in enquiry, research and evaluation enhance teaching and learning? is central to the inclusive enquiry module and to the dissertation.

Useful links

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