Despite progression in policy towards greater inclusion over the last four decades, teacher insecurities regarding a lack of expertise in special educational needs and disability (SEND) remain. This qualitative case study research investigated the influence of the inclusion of visually impaired pupils on teachers’ conceptualisations of inclusion and SEND. Baseline and end-of-study surveys were undertaken with teachers (n = 13) and support staff (n = 8) who would be working with a visually impaired pupil for the first time. Classroom observations and end-of-study interviews were undertaken with teachers in Key Stage 2 (n = 2) and Key Stage 3 (n = 5). Addressing VI inclusion did not require significant acquisition of specialist knowledge but could be managed successfully through ongoing, small-scale changes. These changes were sufficient to trigger reflection on the choice of pedagogical approaches and challenge teachers’ conceptions of inclusion through changed knowledge and understandings of how some children learn. Findings support the view that what constitutes special in addressing SEND is less a need for specific pedagogical strategies but rather teacher capacity for reflection and reappraisal such that they deepen their understanding of inclusive practice.

中文翻译：

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视障学生融入对教师包容和 SEND 概念化的影响

尽管在过去的四年里，政策朝着更大程度的包容性取得了进展，但教师在特殊教育需求和残疾 (SEND) 方面缺乏专业知识的不安全感仍然存在。这项定性案例研究调查了视障学生的包容对教师包容和 SEND 概念化的影响。基线和学习结束调查是与第一次与视力受损学生一起工作的教师 (n = 13) 和支持人员 (n = 8) 进行的。课堂观察和学习结束访谈是在关键阶段 2（n = 2）和关键阶段 3（n = 5）中与教师进行的。解决 VI 包含不需要大量获取专业知识，但可以通过持续的小规模变化成功管理。这些变化足以引发对教学方法选择的反思，并通过改变一些儿童学习方式的知识和理解来挑战教师的包容性观念。调查结果支持的观点是什么构成了解决 SEND 的特殊之处不是需要特定的教学策略，而是教师的反思和重新评估能力，以便他们加深对包容性实践的理解。