The resources contains an approach that helps (student)-teachers and teacher-educators to inquire after their own attitudes and practices regarding the inclusion of students with special education needs. Using appreciative inquiry as a means, the resource aims to create a safe space to be open about attitudes and discover underlying beliefs.  The resource includes several statements regarding students with special educational needs (e.g.: “All students benefit from inclusion”)  and what to do as a teacher (e.g.: “Teachers have the best insight into what is needed to teach all the students in their class well.”). These statements address several perspectives and assumptions that underly teachers’ thinking underlying teaching classes with special educational needs students, for example deficit-thinking, critical justice/equity-perspectives.

The resource has been extensively used with (student-)teachers and teacher educators within the context of primary education in the Netherlands. The resource is especially designed for (student)teachers who already have some experience with teaching classrooms which includes students with special educational needs. In addition, for a successful implementation of this resource it is important (student)-teachers are familiar with and able to participate in dialogical education (for example: listening to understand, question without judgments, appreciate diversity). The resources includes some guidelines to create such a setting.

This resources has been used and refined within a primary education teacher program for several years. It has been experienced to successfully address teachers underlying attitudes and beliefs regarding children with special educational needs. This resulted in critical reflections on (exclusion)practices, the beliefs and emotions these practices stem from and a change in attitude to become more inclusive while acknowledging contextual boundaries. It has been implemented by several teacher educators in different contexts such as: 4^th year student-teachers during their regular teacher training in primary education, experienced teachers in regular primary education settings and student teachers who specialize in becoming a special educational needs teacher.

Author & contactinformation: Herhald Hofmeijer  –  H.A.Hofmeijer@hva.nl

Affiliation: Hogeschool van Amsterdam (HvA)

Access to the resource: here.