The professional development of early years educators when promoting inclusive teaching practices for children with SEN: Two european exploratory case studies in primary schools

Inclusive educational programmes in early childhood education are shown to have a positive impact upon the development of the child, yet there are no studies focusing on how inclusive teaching practices are implemented, maintained and developed on a day-to-day basis. Considering inclusion as a holistic process, in which several interrelated factors are implicated, this study identifies educators’ learning on pathways towards developing inclusion. This research is unique identifying, through two European case studies, the elements that influence the professional roles of nursery staff, their development and organisational learning. Sociological theories have been integrated innovatively. Levels of inclusion within the schools are described, and interactions mapped, using a bioecological framework. Symbolic Interactionism is used to explore “person” and “microsystem” levels whilst organisational theories are employed to highlight the professional learning experienced by nursery staff through types of learning (formal, informal and non-formal) and organisational learning analysis (single , double and triple loops of learning). This research was conducted, in two early years schools (one in England and one in Spain). Qualitative data was collected through unstructured interviews, observation and document analysis. Thus presenting at first-hand voices of early years educators and community learning processes. The English case study reveals a framework of elements of inclusive practice, identified as triple loop of learning when professional development resulted in organisational learning. The Spanish case study shows how a lack of essential elements such as communication, responsibility and a non-permeable system and resource management policies meant the system being unable to meet children’s educational needs The elements that influence the roles and professional development inside or outside classroom of nursery staff and organisational learning when implementing inclusive teaching practice for children with SEN are participation at every level, characterised by key factors such as empowerment, communication and collective responsibility