ABSTRACT
Leading inclusive practice involves supporting colleagues to find ways to create the conditions in their classrooms or settings to motivate and inspire learners; to give each child confidence, security and control over their learning; and, for some with sensory, physical or learning disabilities, to carefully engineer and support their access to that learning. In the 1920s Russian psychologist Lev Vygotsky proposed that learning is not an individual, receptive process but a social and constructive process. Sociocultural theory suggests learning happens best in the place where the knowledge or skill is needed, and when knowers help learners to gradually join in by participating in the practice until the learner becomes a knower and joins the ‘knower' community.
