Inclusive Education and Pedagogy In Post-Primary Stem Classrooms

Abstract

As inclusive education becomes more and more synonymous with general school life, it has become increasingly important in establishing both the practical meaning and effective implementation of inclusive pedagogy in our classrooms. The overarching goals of inclusive education are grounded in desire to create more equitable and accommodating societies but there are many challenges governments face when it comes to manifesting these ideals into reality, particularly within the field of STEM.

Inclusivity is a broad definition that encompasses many focus areas e.g. socio-economics, gender, ethnicity, disabilities, general cognitive function and academic ability etc. Many post-primary STEM educators in Ireland are adequately trained in generalised differentiation strategies for the purposes of ensuring that the learning of all students in their classrooms is accommodated for, regardless of ability. However, it is difficult to ascertain the degree of effectiveness of inclusive pedagogy in improving learning attainment within various STEM based subjects, and to what extent post-primary teachers are utilising STEM specific teaching and learning methods to promote greater inclusion.

The aims of this research project were two-fold: gather and analyse findings on the general attitudes of post-primary STEM teachers in Ireland towards inclusive education and to gather and analyse findings on inclusive pedagogical practices utilised by post-primary STEM teachers in Ireland.

The overall findings found that the 54 STEM educators who participated in the study held generally positive views towards inclusive education and expressed good understanding of its nature and challenges.