Chapter 10: Blurring the Boundaries: Embedding Inclusive Pedagogy in Initial Teacher Education

This chapter starts by considering what influences the authors’ conceptualisations of special educational needs and disabilities (SEND) and inclusive pedagogy. The authors then consider what the potential barriers to inclusive pedagogy in schools and universities are, with a particular lens on Initial Teacher Education (ITE) courses. The authors next discuss a case study that involved a reconceptualisation of the Year 2 Core Mathematics module in a Bachelor of Arts degree in Primary Education in an English university to interweave ideas about inclusion throughout the module and the impact that this had on the students. Finally, the authors reflect on how inclusive pedagogical values can be reconciled with the constraints encountered in higher education curricula and teaching.