A Collaborative Approach to Empower Students with Intellectual Disabilities in One Initial Teacher Education Programme towards Inclusive Pedagogy
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| Title: | A Collaborative Approach to Empower Students with Intellectual Disabilities in One Initial Teacher Education Programme towards Inclusive Pedagogy |
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| Language: | English |
| Authors: | Camelia Nadia Bran (ORCID |
| Source: | British Journal of Learning Disabilities. 2026 54(2):285-295. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Inclusion, Preservice Teacher Education, Preservice Teachers, Students with Disabilities, Intellectual Disability, Student Participation, Educational Practices, School Culture, Faculty Development, College School Cooperation, Cooperative Planning, Foreign Countries |
| Geographic Terms: | Ireland |
| DOI: | 10.1111/bld.70011 |
| ISSN: | 1354-4187 1468-3156 |
| Abstract: | Background: This study explores the impact of integrating collaborative learning and inclusive pedagogical strategies in an initial teacher education (ITE) programme on ITE students' understanding and implementation of inclusive education, particularly for students with intellectual disabilities (ID). Methods: Using a case-study design, the study analysed assignments from top-performing ITE students (n = 10) and a group assignment from certificate in disability-inclusive practice (CDIP) students (n = 4) following a collaborative module and school placement period. Findings: Analysis of ITE students' assignments revealed four themes aligned with the socioecological model of inclusion: (1) embedding the voice of learners with disabilities, (2) enacting inclusive pedagogy, (3) shaping an inclusive school ethos and (4) teacher professional development. CDIP students' assignments generated a single theme reflecting their learning experience as co-creators in ITE. Conclusions: This collaborative approach between ITE students and students with ID provides insights from a socioecological perspective of inclusion, suggesting implications for practice that adopt theoretical frameworks and values of inclusive pedagogy. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505915 |
| Database: | ERIC |
| Abstract: | Background: This study explores the impact of integrating collaborative learning and inclusive pedagogical strategies in an initial teacher education (ITE) programme on ITE students' understanding and implementation of inclusive education, particularly for students with intellectual disabilities (ID). Methods: Using a case-study design, the study analysed assignments from top-performing ITE students (n = 10) and a group assignment from certificate in disability-inclusive practice (CDIP) students (n = 4) following a collaborative module and school placement period. Findings: Analysis of ITE students' assignments revealed four themes aligned with the socioecological model of inclusion: (1) embedding the voice of learners with disabilities, (2) enacting inclusive pedagogy, (3) shaping an inclusive school ethos and (4) teacher professional development. CDIP students' assignments generated a single theme reflecting their learning experience as co-creators in ITE. Conclusions: This collaborative approach between ITE students and students with ID provides insights from a socioecological perspective of inclusion, suggesting implications for practice that adopt theoretical frameworks and values of inclusive pedagogy. |
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| ISSN: | 1354-4187 1468-3156 |
| DOI: | 10.1111/bld.70011 |
