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The complexities of teaching 'inclusion' in higher education

Research Output: Contribution to journal Article Peer-review

Open access

Sustainable Development Goals

  • SDG 4 - Quality Education
    SDG 4 Quality Education

Abstract

This article considers how action research can support the teaching of 'Inclusion' in Higher Education. As a professional committed to improving educational practices, action research was identified as a practical research approach to study the relationship between theories and practices of inclusive education. This article will report on a short action research project that focussed on an Applied Social Science undergraduate degree unit which is taken in students' final year: 'Contemporary Issues in Exclusion and Inclusion in Education'. Student's own understanding, expectations and reflections on their learning were captured via questionnaires to directly inform teaching and assessment practices. Action research facilitated a critical lens which enabled lecturers to reconsider teaching and assessment strategies in a collaborative, participative manner and early findings indicate an improvement in student learning.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Journal (Volume, Issue Number)

Journal of pedagogic development (Volume 3.0, Issue 2.0)

Publication milestones

  • Published - 07/2014

Publication status

Published - 07/2014

ISSN

2047-3265

External Publication IDs

  • handle.net: 10547/335890

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