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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
Language: English
Authors: Camelia Nadia Bran (ORCID 0000-0002-5927-831X), João Costa (ORCID 0000-0002-3623-6715)
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
FullText Text:
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  Data: A Collaborative Approach to Empower Students with Intellectual Disabilities in One Initial Teacher Education Programme towards Inclusive Pedagogy
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Camelia+Nadia+Bran%22">Camelia Nadia Bran</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5927-831X">0000-0002-5927-831X</externalLink>)<br /><searchLink fieldCode="AR" term="%22João+Costa%22">João Costa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3623-6715">0000-0002-3623-6715</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Learning+Disabilities%22"><i>British Journal of Learning Disabilities</i></searchLink>. 2026 54(2):285-295.
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  Data: 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
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  Data: Y
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  Data: 11
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+Disability%22">Intellectual Disability</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22School+Culture%22">School Culture</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22College+School+Cooperation%22">College School Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Planning%22">Cooperative Planning</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Ireland%22">Ireland</searchLink>
– Name: DOI
  Label: DOI
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  Data: 10.1111/bld.70011
– Name: ISSN
  Label: ISSN
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  Data: 1354-4187<br />1468-3156
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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        Value: 10.1111/bld.70011
    Languages:
      – Text: English
    PhysicalDescription:
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        PageCount: 11
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    Subjects:
      – SubjectFull: Inclusion
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Preservice Teachers
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      – SubjectFull: Educational Practices
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      – SubjectFull: School Culture
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      – SubjectFull: Faculty Development
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            NameFull: João Costa
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