Professional Learning to Support Inclusive Teaching
Inclusive teaching acknowledges the classroom reality of diversity by providing multiple ways for children and young people to access content and demonstrate their learning. Inclusive teachers draw from a repertoire of evidence-based practices to meet students' needs (Graham and Scott, Teacher preparation for inclusive education: Initial teacher education and in-service professional development, 2016).
According to Florian and Rouse (2012) 'inclusive pedagogy' is
"an approach to teaching and learning that represents a shift in thinking about
teaching and learning from that which works for most learners along with something
'different or additional' for those who experience difficulties, to an approach to
teaching and learning that involves the creation of a rich learning environment
characterised by lessons and learning opportunities that are sufficiently made available
to everyone so that all are able to participate in classroom life" (p. 18).
Responding to the Needs of Learners
As part of the Special Needs Plan, the Government is
committed to supporting all teachers in Victoria to engage in professional
learning activities that support teachers to create rich learning environments
for all children and young people, including those with disabilities.
Department of Education and Training would like to thank all the teachers who
responded to the recent survey seeking information on the need for teacher
professional learning. The survey is now closed
Current research informs the survey design. To view the references underpinning the survey content, see:
(Word - docx)(PDF)
Definitions have been developed to support consistent understanding of terms used throughout the survey. To view the definitions of terms, see: (Word - docx)(PDF)
For more information about the survey, see:
(Word - docx) (PDF) This survey supports the Special Needs Plan commitment – building teacher capacity to teach learners with disabilities.
Special Needs Plan – Building Teacher Capability For Inclusive Education
As part of their requirements for teaching registration with Victorian Institute of Teaching, teachers will be asked to identify the professional learning they have engaged in to build capacity to teach learners with disability.
For more information on the requirements for renewal of teacher registration, see: http://www.vit.vic.edu.au/registered-teacher/special-needs-plan
Professional learning refers to the intended and unintended learning experiences that lead to changes in teacher knowledge and understandings, capabilities, beliefs and attitudes.
Appropriate professional learning can take many forms, from formal training and courses through to coaching and mentoring, seminars, workshops, research, observation and practice. These may be undertaken as online learning, programs external to the workplace or delivered and contextualised to the workplace. Professional learning is most effective when it is relevant, collaborative and future focused, and when it supports teachers to reflect on, question and consciously improve their practice.
To view professional learning opportunities available through the Department of Education:
For more information please contact
Graham and Scott, (2016). Teacher preparation for inclusive education: Initial teacher education and in-service professional development. Department of Education and Training commission unpublished literature review.
Teacher Preparation for Inclusive Education (PDF) (Word - docx)
Florian and Rouse, (2012). Inclusive practice project: Final report, referenced in Graham and Scott, (2016). Teacher preparation for inclusive education: Initial teacher education and in-service professional development.