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A Theoretical Essay about Inclusion and the Role of Teachers in Building an Inclusive Education

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  • Marco Ferreira

Abstract

This article is a theoretical essay that revisits the concept of inclusive education and places teachers at the heart of the educational commitment of all schools, which means, quality education for all students. The teacher's knowledge, attitudes and values influence the building of a learning environment that facilitates a focus on the needs of each student, placing the student in the middle of the edification of an inclusive school. In this article, we will, on one hand, value the need for the teacher to move towards the development of differentiated pedagogical practices in the classroom, where pedagogical differentiation, as a principle of positive discrimination, is a way of guaranteeing equal opportunities in accessing teaching and learning. On the other hand, we will also consider reflective practice as a privileged resource for the teacher to develop new skills and knowledge. Teachers who reflect on their practices tend to adopt professional attitudes that lead to self-critique, commitment, responsibility, and autonomy. Being a reflective teacher is a pathway to the birth of a different teacher; a teacher capable of improving teaching competencies by creating learning opportunities that will facilitate the implementation of different methodological approaches.

Suggested Citation

  • Marco Ferreira, 2022. "A Theoretical Essay about Inclusion and the Role of Teachers in Building an Inclusive Education," European Journal of Education and Pedagogy, European Open Science, vol. 3(3), pages 97-104, May.
    • Handle: RePEc:epw:ejedu0:v:3:y:2022:i:3:id:30353
    DOI: 10.24018/ejedu.2022.3.3.353
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    References listed on IDEAS

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    1. Elizabeth Pollard & Patrice Lee, 2003. "Child Well-being: A Systematic Review of the Literature," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 61(1), pages 59-78, January.
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    Cited by:

    1. Marco Maia Ferreira & José Reis-Jorge, 2025. "Paradoxes and Axioms in Inclusive Education: Fostering Dialogue and Critical Reflection," European Journal of Education and Pedagogy, European Open Science, vol. 6(4), pages 86-91, July.

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