ABSTRACT
This chapter starts with a discussion about how the key terms in inclusive pedagogy or teaching are interpreted in different ways; teaching and pedagogy as inter-changeable or distinct, and inclusive as about different aspects. It moves to another key distinction between a ‘universalist’ conception (opposed to any special or specialised schooling or classes) and a ‘moderate’ conception (takes inclusion as compatible with and even requiring some separate schools and classes). The significance of qualifying teaching or pedagogy by a qualifier, like inclusive, is then discussed in comparison with other qualifiers, such as, ‘socially just’ or ‘rights respecting’. In addition to these conceptual issues, the practical issues in inclusive teaching are also summarised. The chapter continues with a detailed analysis of how far a universalist ‘inclusive pedagogy’ based on what has been called an ’everybody approach’ to planning is feasible and justifiable. The argument here is that the distinction between individualised inclusion and inclusive pedagogy for all is over-idealised; with practical examples to illustrate the points. The chapter also summarises the usefulness and significance of the distinction between a general differences and unique differences model of pedagogy.
