Resumo

MAREE, Carien; CONDY, Janet  e  MEDA, Lawrence. Creating a shared meaning of inclusive pedagogical principles during an inclusive education intervention program. Journal of Education [online]. 2025, n.99, pp.86-104. ISSN 2520-9868.  https://doi.org/10.17159/2520-9868/i99a05.

Teaching in the 21st century requires teachers to have not only comprehensive subject knowledge and technological skills but also inclusive pedagogical understanding. An effective teacher strives to cater to the diverse learning needs in their classroom. This necessitates the provision of inclusive education intervention programs to help in-service teachers learn the pedagogical skills needed to support all learners. This study, which is part of a doctoral thesis, was conducted using a qualitative case study within an interpretive paradigm. Nine teachers were purposively selected to participate in an intervention program that was held for five weeks. The Community of Practice was used as a theoretical framework and data was collected during focus group discussions and then analyzed using thematic analysis. The purpose of this study was to explore nine teachers' understanding and practice of inclusive pedagogy while attending a five-week intervention program. It was found that despite being short, the intervention program empowered teachers with comprehensive knowledge about inclusion, differentiating instruction, and collaborative learning. We conclude that intervention programs are indispensable since they capacitate in-service teachers and help them gain the necessary skills to cater for the diverse learning needs of special needs learners in a mainstream classroom.

Palavras-chave : inclusive education; differentiating instruction; collaboration; inclusion; intervention program.

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