ABSTRACT
The principles of entitlement and inclusion require teachers to recognise that all pupils have an equal opportunity to learn and gain access to education, largely through the convergence of three practices: ‘diversity in group, interactive instruction that appeals to a wide variety of learning styles, and an inclusive curriculum’ (ETUCE, 2008: 58). This can be challenging within the context of twenty-first-century schools as teachers are increasingly called upon to teach pupils from multicultural backgrounds with a diverse range of social, emotional, intellectual, physical, special educational needs and/ or disabilities as well as different aspirations and preferred learning styles.
