Repertoires for diversity: Effective higher order pedagogies for inclusive practice

Year: 2005

Author: Beswick, Kim, Andrew, Rob, Swabey, Karen

Type of paper: Refereed paper

This paper reports on the findings of a Tasmanian study for the Government of Australia's Department of Education, Science and Training (DEST). The study was funded through the Australian Government's Effective Teaching and Learning Practices for Students with Learning Difficulties Initiative and its purpose was to provide specific support to increase teachers' capacity to enhance the literacy and numeracy development of students with learning difficulties in the early and middle years of schooling. The Tasmanian study was designed to explore connections between school and teacher practices used in inclusive primary grade classes and schools' levels of 'value-adding', determined from national benchmark testing.

The results showed that schools used a range of policies, programs and school-wide processes and professional learning to support literacy and numeracy pedagogies in value-adding schools. The study acknowledged the multiple challenges facing teachers who are attempting to balance continuous improvement of students' literacy and numeracy learning with that of increasing social and educational diversity of inclusive school communities.