Inclusive pedagogy
Inclusive pedagogy is an educational approach based on recognising and respecting individual differences among learners, promoting equal opportunities, and creating an accessible and supportive learning environment for everyone. Its fundamental principle is that every child, regardless of their abilities, developmental characteristics or individual needs, should have the opportunity to participate actively in education and develop their potential. Achieving this requires differentiated teaching methods, flexible approaches to organising learning, individual attention and, where necessary, targeted support.
One of the key objectives of teacher education is to enable students to apply the pedagogical and methodological knowledge acquired at university in authentic educational settings. As part of their teaching practice, students enrolled in the Biology and Human Health, Natural Sciences, and Chemistry teacher education programmes participate in professional activities that provide opportunities to learn about educational work with children with special educational needs (SEN) and those requiring additional individual support.
During these placements, prospective teachers gain first-hand experience of educational and developmental activities involving children with diverse abilities and support needs. They have the opportunity to observe individual and group sessions led by qualified professionals, become familiar with the developmental and educational methods employed, and participate in selected activities under professional supervision.
An important lesson from these visits is that effective teaching does not involve applying the same methods to every child. Teachers must consider learners’ individual abilities, developmental levels, communication characteristics, attention spans and support needs. Through these experiences, students gain a practical understanding of the importance of differentiated instruction, individualised approaches and inclusive educational practices.
Main Objectives of the Teaching Practice
- Developing an inclusive pedagogical approach: fostering acceptance of learner diversity, empathy, patience and a sense of social responsibility.
- Understanding special educational needs: gaining first-hand experience of educational work with children who have diverse abilities and require individual support.
- Observing educational and developmental methods: becoming familiar with the methods, resources and developmental strategies used in individual and group sessions.
- Understanding the methodological foundations of differentiated instruction: learning how educational tasks can be adapted to children’s abilities, developmental levels and individual needs.
- Developing communication and collaboration skills: gaining practical experience in establishing appropriate relationships, providing individual support and collaborating with qualified professionals.
- Developing reflective teaching practice: analysing observed educational situations, evaluating the methods employed and developing awareness of one’s own professional role as a teacher.
Organisation and Implementation of the Teaching Practice
During professional visits, students initially participate in sessions as observers. They examine how professionals establish relationships with children, which methods they use to maintain attention and motivation, how they respond to differences in abilities, and what forms of support they provide to help children complete particular tasks.
Under the guidance of qualified professionals, students may also become actively involved in the sessions. They can assist with individual tasks, support children during individual and small-group activities, and gain practical insights into approaches to individualised educational support.
From the perspective of science teacher education, it is particularly important to recognise that teaching biology, chemistry and general science may also require adaptation to learners’ diverse needs. The appropriate use of visual aids, direct observation, sensory experiences and simple practical activities can help make scientific knowledge more accessible and easier to understand.
The Importance of Inclusive Education in Teacher Training
In contemporary schools, teachers of biology, chemistry and general science may encounter learners with special educational needs, diverse abilities or other circumstances requiring individual educational support. Teacher education must therefore prepare prospective teachers to recognise different learning needs, apply differentiated teaching methods and create inclusive learning environments.
Practical experience in inclusive education is not intended to qualify students as special education teachers. Rather, it complements the professional preparation of future subject teachers. It helps students recognise their own educational responsibilities and the boundaries of their professional competence, while developing an understanding of the importance of collaboration with special education teachers, developmental specialists and other support professionals.
The ultimate aim of this teaching practice is to prepare competent, empathetic and inclusive teachers who can recognise and respond to individual differences among learners and support every child’s active participation, learning and development.