Teachers' inclusive core practices and all students’ perspectives

Abstract

Although there is widespread agreement that inclusive practices should address the needs of all students, research still tends to emphasise certain groups of students over others. This study explores how lower-secondary teachers in highly inclusive Czech schools support all learners and how students perceive these practices. Using extensive ethnographic data - hundreds of teaching observation hours and interviews with six teachers, two assistants, and 42 students - we establish a new framework of inclusive practices. We identify five core practices with ten key strategies and highlight challenges from students’ perspectives. The findings offer insights for educators, researchers, and policymakers on enhancing inclusive teaching.