ABSTRACT
This chapter reflects on each of the four stories of the teachers’ best inclusive lessons. The reflection of these stories demonstrates that the development of greater inclusive practice for a diverse range of learners is clearly related to teacher attitudes, classroom procedures, and teaching and learning strategies. From these we can begin to elicit views, processes, procedures and strategies that seem to be particularly pertinent for promoting effective inclusive teaching in other early years settings. We will also consider each teacher's interpretation of inclusion, as reflected in the choice of their ‘best inclusive lesson’. The classroom practices embedded in this book will be synthesised and presented as potentially helpful to teachers and practitioners who are eager to promote greater inclusive practice in other early years settings. A model of pupil learning is discussed that integrates a process for learning. In the conclusion, this model of learning is then applied to the adults’ professional development. This is because there is one certainty in inclusive practice – that things change. It is the adult's ability to change and participate in continued professional improvement that can also be seen to be instrumental for developing greater inclusive practice.
