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- W4319778946 abstract "Ensuring that all students have access to learning in an inclusive classroom requires the application of complex and highly skilled craft knowledge by the classroom teacher. Teacher skills and attitudes, the pedagogical strategies they adopt, and the curriculum they teach are critical factors in ensuring inclusive and equitable practices are embedded in education systems. This chapter is concerned with teacher craft knowledge in relation to teaching students with impairments in inclusive classrooms. In this chapter, the teaching practices and craft knowledge of a selected group of eight practicing primary school teachers in the state of Victoria, Australia, will be examined against eight strands of inclusive teaching practice identified by the authors to interrogate the actions, beliefs, and practices that assisted the teachers in implementing inclusive education in their classrooms. When the strands are entwined, they represent a teacher’s holistic praxis. The strategies that the research participants used to support students with diverse needs, particularly strategies that had the potential to enhance the learning of all students, will be explored. Rather than focus on a lack of action regarding the implementation of inclusive education, the chapter will develop understanding about what works and identify and interrogate how inclusive practices are enacted by classroom teachers." @default.
- W4319778946 created "2023-02-11" @default.
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- W4319778946 date "2023-01-01" @default.
- W4319778946 modified "2023-09-27" @default.
- W4319778946 title "Implementing Inclusive Pedagogies: What Regular Primary Classroom Teachers Know and Do" @default.
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- W4319778946 doi "https://doi.org/10.1007/978-981-19-5008-7_14" @default.
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