This chapter presents a recently completed study that focused on how classroom teachers in Nigeria are developing inclusive practice. Qualitative data were generated through the use of semi-structured (non-participant) classroom observations and follow-up interviews with 12 teachers. The framework for participation (Black-Hawkins, 2014; Black-Hawkins, 2010) was used as a theoretical framework to guide the process of data generation, data analysis and interpretation of the research findings. Data findings illustrate how a mixture of beliefs and knowledge influence what teachers do in classrooms. Although both factors interact and influence teachers’ actual practice, it also emerged that the most important factor influencing teachers’ actions is the teacher’s understanding of what learning is and the processes through which learning can effectively take place for all children.
|Name||International Perspectives on Inclusive Education|
|Publisher||Emerald Group Publishing Limited|