Exploring Inclusive Education Together – curriculum dialogue in teacher education
Exploring Inclusive Education Together Reflection cards for curriculum dialogue in teacher education
Corresponding author: Dr. Judith ‘t Gilde (j.t.gilde@vu.nl).
Affiliation: Vrije Universiteit Amsterdam
The reflection cards in this resource support teacher educators and program leaders in exploring how inclusive education is defined, understood, and integrated within teacher education curricula. Developed within the Dutch ICL workgroup ‘inclusive education’ and following the Dutch National policy agenda Towards Inclusive Education 2035, the cards combine provocative statements, reflection questions, and research-informed background information to stimulate collective dialogue, curriculum reflection, and program development.
Why?
Discussions about inclusive education often assume a shared understanding of the concept. However, research shows that there is no universally accepted definition of inclusive education, and different interpretations can lead to different educational priorities, practices, and curriculum choices.
The cards therefore aim not only to stimulate discussion about curriculum content, but also to encourage collective reflection on the underlying assumptions, values, and definitions that shape teacher education programmes.
Each card combines:
- (1) a thought-provoking statement intended to stimulate critical reflection;
- (2) discussion questions for teams;
- (3) concise background information based on research, policy, and international frameworks.
In this way, the cards invite participants to move beyond individual opinions and engage with broader educational debates and evidence-informed perspectives.
The reflection cards provide a structured yet open format for exploring these questions together and are intented to support the development of an integrated curriculum, throughout the education program, aimed at preparing future teachers for inclusive education.
How it works:
On the front of the card their is a short statement or dilemma related to inclusive education.
For example:
A teacher education program that claims to prepare future teachers for inclusive education, but lacks a clear and shared definition of inclusion, may contribute more to confusion than to change.
This statement is accompanied by a number of reflection questions that encourage participants to connect the topic to their own program and context.
The back of the card provides concise background information drawn from research literature, policy documents, or international frameworks.
For example, the card on defining inclusive education includes information about:
- * the absence of a universally accepted definition of inclusive education;
- * UNESCO’s conceptualisation of inclusion as a process of increasing participation and reducing exclusion;
- * recent UNESCO and IIEP perspectives distinguishing inclusion from segregation and integration;
- * the Dutch Ministry of Education’s definitions of inclusive education and inclusive learning environments.
This information is not intended to prescribe a particular viewpoint, but rather to enrich the discussion and provide common reference points for reflection. The reverse side provides concise background information drawn from research literature, policy documents, or international frameworks.
For whom?
The resource is particularly suited for team meetings, curriculum review processes, professional development activities, and strategic discussions about inclusion within teacher education
The resource:
The resource is currently only availble in Dutch, see this document: Reflectiekaarten_FINAL. Interested in receiving the cards? Contact the corresponding author: Dr. Judith van ’t Gilde