Classroom instruction and practices that reach all learners

The research was designed to observe, describe and analyse elements of instruction and practice that define classrooms designed to reach all learners in a context of full inclusion. The authors' focus has been the underlying daily practices of classroom teachers used to ensure high-quality, equitable and personalised instruction. A multiple-case-study approach was carried out, with the voluntary participation of seven schools at the kindergarten, elementary and high-school levels. Multiple data collection methods were utilised, including in-depth interviews and extended classroom observation. The results reveal the foundational practices of the school and classroom that make it possible to reach all learners, facilitating their success. The systemic supports and strategies that ensure that all learners are able to participate, learn and be part of the class community are also described, as well as complexities still present in the inclusion processes, especially in relation to support and curriculum.

Automated summary

This research focuses on observing, describing, and analyzing the elements of instruction and practice in classrooms designed for full inclusion. The study reveals the foundational practices in school and classroom that enable reaching all learners and facilitating their success, as well as the systemic supports and strategies to ensure all learners can participate and be part of the class community. Complexities in the inclusion processes, particularly in relation to support and curriculum, were also identified.