This paper reports an action research study undertaken towards the National Award for Special Educational Needs Coordination (NASENCO) on a university-based course. It follows an earlier evaluative study that identified a tension between teachers? self-rated high levels of confidence in meeting diverse need and values which did not appear to support inclusive practice. The ?action? which was subsequently taken was the collection of further data through lesson observations to assess whether such confidence was reflected in inclusive classroom practice. Planning reviews were also undertaken. Several recognised features of inclusive practice that are known to benefit pupils with special educational needs (SEN) were not observed in all classrooms. The action research study findings identified very specific training needs relating to inclusive classroom practice, the design of individual education plans and the development of a shared school ethos and understanding of inclusive pedagogy.

中文翻译：

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行动研究通过课堂观察提高满足不同需求和包容性实践质量的信心

本文报告了一项针对国家特殊教育需求协调奖 (NASENCO) 在大学课程中进行的行动研究。它遵循早期的评估研究，该研究确定了教师之间的紧张关系？自我评价对满足不同需求和价值观的高度信心，这似乎不支持包容性实践。那个行动？随后采取的是通过课堂观察收集更多数据，以评估这种信心是否反映在包容性课堂实践中。还进行了规划审查。并非所有教室都观察到包容性实践的几个公认特征，这些特征已知使有特殊教育需求 (SEN) 的学生受益。