ABSTRACT

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.

摘要

该研究旨在观察、描述和分析教学和实践的要素，这些要素定义了旨在在完全包容的背景下接触所有学习者的课堂。作者的重点是课堂教师的基本日常实践，用于确保高质量、公平和个性化的教学。开展了多案例研究方法，幼儿园、小学和高中的 7 所学校自愿参与。使用了多种数据收集方法，包括深入访谈和扩展课堂观察。结果揭示了学校和课堂的基本做法，这些做法可以接触到所有学习者，促进他们的成功。确保所有学习者都能参与的系统支持和策略，