Tracy Edwards

Huh is the Egyptian god of endlessness, creativity, fertility and regeneration. He is the deity Mary Myatt and John Tomsett have adopted as their god of the curriculum.

Research and policy on the practices of inclusive teachers tends to overlook learners with Severe and Profound and Multiple Learning Difficulties (SPMLD). One explanation for this may be a desire, to challenge any assumptions that inclusive practice exclusively relates only to the teaching of pupils with Special Educational Needs and Disabilities (SEND). By looking at diversity in its broadest sense, Florian (2012) for example argues, we are highlighting how the development of inclusive pedagogical practice is a priority for all teachers, rather than only those who have a SEND-specific role. Whereas this disassociation between inclusive practice and SEND may have initially served an important purpose, it may now be the time to emphasise that SEND itself is just as relevant to all teachers as inclusion, with many learning differences being hidden, subtle, and neurodiversity an inevitable dynamic within any classroom (including those where all pupils have been identified with SPMLD). This suggestion to reconnect the notions of ‘inclusion’ and ‘special educational needs’ is arguably not only helpful for teachers in mainstream schools who may not see themselves as teachers of SEND, but also helpful for those who may see themselves as ‘specialist’ SEND teachers rather than ‘inclusive’ ones. Rather than inclusion and diversity, discourses related to specialist pedagogical approaches (often related to particular diagnoses) also seem to dominate dialogues related to the teaching on pupils with SEND, but these have been criticised as representing a ‘deluge of education Do-It-Yourself manuals’ and ‘tip texts’ which offer ‘quick fixes’ (Slee, 2013). Alternatively, whilst recognising the value of many of specialist approaches, the literature on the principle of Inclusive Pedagogy suggests that the exact same action or approach, can be simultaneously inclusive or exclusive, depending on the context or whose perspective things are being viewed from (e.g., Black-Hawkins and Florian 2012, p. 568). Authentic implementation of inclusive classroom practice, it is argued, therefore tends to involve ongoing critical reflection, rather than fidelity to a particular ‘specialist’ way of doing things (Black-Hawkins and Florian, 2012) . The literature on Inclusive Pedagogy therefore supports the argument that, investment in specialist pedagogies alone will not lead to sufficient progress in relation to the fourth Sustainable Development Goal (SDG) of ‘inclusive and high-quality education’ for all (United Nations, 2022). Instead, teachers need to be supported to consider ‘the choices they make and how they utilise specialist knowledge’ (Florian and Graham, 2014, p. 466). The exploration of professional dilemmas therefore, related to unanticipated classroom situations (the unexpected) therefore has likely value. This paper presents a study which worked with 42 ‘dilemma stories’ from 19 experienced teachers, from across mainstream and special schools, with a stated interest in inclusive pedagogical practice. The majority of the stories (35) were crafted as part of an innovative methodological approach which involved story-sharing dialogues, transcription, and the (re)drafting of narratives. In addition to the use of phenomenography, hermeneutic phenomenology was applied to the analysis of these stories. This required an acceptance of the apparent ontological dissonance between the hermeneutic phenomenological preoccupation with the ‘pre-reflective’ (Merleau-Ponty, 2013) and phenomenography’s emphasis on conceptions (Marton,1986). Through the phenomenographic analysis of the 42 stories, a typology of six conceptions of ‘The Inclusive Teacher’ was found. This paper will outline each of these conceptions and their capacity to shift professional identities away from those of the ‘Subject Specialist’ teacher or ‘SEND Specialist’. It will also outline how, following Van Manen’s (2016) six stages of hermeneutic phenomenological analysis, the ‘dilemma stories’ were also analysed in relation to the research question: What is inclusive practice with learners with Severe and/or Profound and Multiple Learning Difficulties and/or learners at risk of exclusion?, leading to the development of a unique vision for a ‘topographical’ pedagogy through which teachers engage in situated professional enquiry to explore the terrain of their classroom. In Geology and Art History, the term ‘topography’ broadly refers to the arrangement of the forms and features of an area, for example through maps or landscape paintings (Lorek and Medyńska-Gulij, 2020). In the context of this paper, it provides a metaphor for the lived experiences of inclusive pedagogical practice with learners with complex barriers to learning, which the study being presented arrived at, through working with an ‘phenomenographic phenomenology’. As well as reflecting on the use of this innovative methodological approach, this paper will build on the existing literature on Inclusive Pedagogy and prompt us to think beyond ‘separate and distinct’ approaches (Imray and Hinchcliffe, 2012, p. 150) to teaching learners with SPMLD in schools.

In addition to making transcultural comparisons regarding concepts, procedures, and instruments in the use of Lesson Study in these four countries, this book will provide practice-based suggestions for teachers to formulate collaborative ...

This chapter examines the Special Educational Needs Co-ordinators (SENCO’s) role in leading assessment processes and how a SENCO’s promotion of both formative and summative assessment might enhance inclusion. Summative assessment describes assessment taking place at particular points of time, such as at the end of the academic year or key stage. Summative assessment may be used to provide a snapshot of the achievement or attainment of individual pupils, often in order to report pupil progress to parents. In leading assessment, therefore, SENCOs have a role to play in facilitating practitioner reflections on practice and building a culture of professional enquiry around learners, which use formative assessments as a starting point. Critical triangulation is the use of a range of assessment systems, methods and approaches with an openness to the possibility that they may each reveal different things about the learning undertaken.

It has been noted that research into inclusive education has tended to overlook considerations around teaching students with severe learning difficulties and/or profound and multiple learning difficulties (SPMLD) (e.g. Colley, 2020). This paper outlines research findings that were obtained as part of a wider study involving the analysis of professional dilemmas encountered by teachers working with either or both of these two groups of learners.

In its exploration of key debates related to curriculum, pedagogy, and policy, Severe, Profound and Multiple Learning Difficulties in School provokes thinking about how we reach decisions related to vulnerable learners. The book discusses a number of ‘dilemma stories’ from teachers of learners with Severe, Profound, and Multiple Learning Difficulties (SPMLD). These highly evocative accounts of real situations from real classrooms serve as allegorical exemplars in relation to a range of ethical theories and prompt further dialogue and reflection. Challenging the suggestion that teaching ‘some’ learners is distinct from teaching ‘other’ learners, the central argument of this book is that the teaching of those with SPMLD should adopt a ‘topographical’ approach in order to be effective and ethical, seeking to look beyond the superficiality of the labels that have been applied to them. Just as a topographical cartographer or landscape artist strives to see the ‘bigger picture’ and represent reality, the ‘topographical teacher’ should seek new knowledge about their pupils and look beyond any pre-conceived labels. This book serves to enable professionals involved in the education of those with SPMLD to engage in reflection, dialogue, and enquiry. It is an essential resource to support further study and continuing professional learning, as well as an intellectual toolkit to support developing policy and practice.

Efforts to strengthen inclusive practice in education have been found to be underpinned by encounters with dilemmas. In particular, much has been written about the ‘dilemma of difference’, which is the perceived tension between wanting to provide for individual needs in education and wanting to avoid stigmatising individuals by treating them differently to others, in order to do this. This article outlines a research study that worked with 42 ‘dilemma stories’, from 19 experienced teachers. The majority of these stories (35) were crafted as part of a methodological approach which involved story‐sharing dialogues with these teachers, transcription, and the (re)drafting of written narratives. Both phenomenography and hermeneutic phenomenology was applied to the analysis of the stories. This required an acceptance of the apparent ontological dissonance between the hermeneutic phenomenological preoccupation with the ‘pre‐reflective’ and phenomenography's emphasis on conceptions. Through the analysis, a typology of ‘four dilemmas of inclusive practice’ was arrived at. This typology suggests that experienced teachers often look beyond the ‘dilemma of difference’ and find themselves in more nuanced predicaments, which are arguably less visible to policymakers and advisors.

In its exploration of key debates related to curriculum, pedagogy, and policy, Severe, Profound and Multiple Learning Difficulties in School provokes thinking about how we reach decisions related to vulnerable learners. The book discusses a number of ‘dilemma stories’ from teachers of learners with Severe, Profound, and Multiple Learning Difficulties (SPMLD). These highly evocative accounts of real situations from real classrooms serve as allegorical exemplars in relation to a range of ethical theories and prompt further dialogue and reflection. Challenging the suggestion that teaching ‘some’ learners is distinct from teaching ‘other’ learners, the central argument of this book is that the teaching of those with SPMLD should adopt a ‘topographical’ approach in order to be effective and ethical, seeking to look beyond the superficiality of the labels that have been applied to them. Just as a topographical cartographer or landscape artist strives to see the ‘bigger picture’ and represent reality, the ‘topographical teacher’ should seek new knowledge about their pupils and look beyond any pre-conceived labels. This book serves to enable professionals involved in the education of those with SPMLD to engage in reflection, dialogue, and enquiry. It is an essential resource to support further study and continuing professional learning, as well as an intellectual toolkit to support developing policy and practice.

Nepparticipatie is wat vermeden moet worden: daarom zetten we ‘belonging’ in dit boek centraal. Er mogen zijn, is niet genoeg. Het gaat om erbij horen, van betekenis kunnen zijn.

This comprehensive resource provides a range of perspectives on inclusion, giving Special Educational Needs Co-ordinators (SENCOs) the opportunity to consider the principles and practice that underpin their leadership role. Offering a blend of academic and professional knowledge, each chapter explores different aspects of the role of the SENCO and supports areas that will be considered as part of the National Award for SENCOs. A variety of essential topics are covered, from the importance of SEND provision and multi-disciplinary practice, to the role of the SENCO and leadership. Key features of this book include: • Contributions by leaders of the National Award for Special Educational Needs Co-ordinators working with trainee SENCOs across the country • A focus on encouraging SENCOs to think deeply about their own individual practice through engagement with cutting-edge research • A flexible structure that can be read as a whole, or dipped in and out of as professional learning needs require This book provides an opportunity for readers to engage with a multiplicity of voices and approaches, allowing them to critically explore their role as leaders of SEND provision in schools. It is an invaluable resource both for students and those already within the role of Special Educational Needs Co-ordinator.

Multiple studies have found that the navigation of professional dilemmas is a characteristic feature of inclusive education (e.g., Florian, 2010, p. 62 ; Paulsrud, 2024). As the challenge of strengthening inclusive practice in schools is so complex, it has been argued, it is underpinned by complexities, ambiguities and uncertainties. Across the research literature on Inclusive Pedagogy, for example, it is highlighted that the same action within a classroom can be simultaneously inclusive and exclusive, rather than unambiguously either one or the other (e.g., Black-Hawkins and Florian 2012, p. 568). In working to strengthen inclusive practice therefore, school leaders will arguably inevitably find themselves in situations where they are required to confront what Norwich (2010) defines as a ‘dilemma’ by having to make ‘a choice between two alternatives, when neither is favourable’ (p. 117). Also, although there are a number of published studies on international school leadership and/or inclusion in international schools (e.g., Agustian, 2021; Lane and Jones, 2016; Pletser, 2019), research activity, in this field, has not been growing at the same exponential rate as the sector. According to ISC research data, a total of 14,010 English-medium international schools were recorded in January 2024 (ISC, 2025). This represents a huge increase from the numbers of international schools, globally, reported in research by Stobie (2016), of 2,584 in the year 2000 and 7,545 in 2015. However, only a limited number of published research studies on leading inclusion in international schools are immediately retrievable through journal search engines. This paper presents the interim findings of an ongoing study which is working with ‘dilemma stories’ shared by leaders of inclusion and/or wellbeing in international schools, including heads of learning support departments, special educational needs coordinators, and vice principals with related responsibilities. These stories have been crafted as part of a methodological approach which involved story-sharing dialogues with the school leaders, transcription, and the (re)drafting of narratives. Both hermeneutic phenomenological methods, and postcolonial theory, were applied to the analysis to enable a ‘conversation with the situation’ (Schon, 1991, pp. 76) within each story. An initial analysis of the ‘dilemma stories’ highlights relationships between the ways in which some international schools brand themselves, and the ways in which learner’s needs tend to be labelled and identified. Tensions between maintaining impartiality and between challenging the credentials of independent specialists, sourced privately by families, are also highlighted. Alongside such findings, this paper also presents individual ‘dilemma stories’, as ‘allegorical exemplars’ (Crowther et al., 2017, p. 828) of professional predicaments related to leading inclusion. In doing this, it emphasises the diversity of the dilemmas raised, reflecting the diversity of international schools globally, and shifting conceptualisations of inclusive education, that are being continually reformulated. The presentation of this paper also shares some emerging considerations, raised by the study, for the design of professional learning programmes, for those leading inclusion and wellbeing in international schools.

Although there are a number of published studies on international school leadership and/or inclusion in international schools (e.g., Agustian, 2021; Lane and Jones, 2016; Pletser, 2019), research activity, in this field, has not kept pace with the exponential growth of the sector. According to ISC research data, a total of 14,010 English-medium international schools were recorded in January 2024 (ISC, 2025). This represents a huge increase from the numbers of international schools, globally, reported by Stobie (2016), of 2,584 in the year 2000 and 7,545 in 2015 (p. 55). Throughout the twenty-first century, the international schools sector has also experienced significant shifts, which highlight priorities for leadership development, and for developing inclusive provision. Whereas international schools were previously often exclusive to expatriate communities within a country, for example, they now tend to serve increasing proportions of local families and employ increasing proportions of local staff (e.g., Ng, 2012). In the 2020s, international schools are much more likely to be entities that are regulated by the country in which they are based (Coutett, 2022). It is therefore imperative that research and development into international school leadership focusses on skills and dispositions for navigating different policy contexts and being sensitive to context. Research activity focussing on professional dilemmas also has an important role to play in contributing to an enhanced understanding of the leadership of inclusion in international schools. Multiple studies have found that it is the navigation of professional dilemmas that characterises inclusive education (e.g., Florian, 2010, p. 62 ; Paulsrud, 2024). As the challenge of strengthening inclusive practice in schools is so complex, it has been argued, it is underpinned by complexities, ambiguities and uncertainties. Across the research literature on Inclusive Pedagogy, for example, it is highlighted that the same action within a classroom can be simultaneously inclusive and exclusive, rather than unambiguously either one or the other (e.g., Black-Hawkins and Florian 2012, p. 568). In working to strengthen inclusive practice, therefore, international school leaders will arguably inevitably find themselves in situations where they are required to confront what Norwich (2010) defines as a ‘dilemma’ by having to make ‘a choice between two alternatives, when neither is favourable’ (p. 117). This paper presents findings from an ongoing study which has been working with ‘dilemma stories’ shared by leaders of inclusion and/or wellbeing in international schools, including heads of learning support departments, special educational needs coordinators, and vice principals with related responsibilities. These stories recount situations where they were the school leaders were compelled to make ‘a choice between two alternatives’ and grapple with competing principles. They were crafted as part of a unique methodological approach which involved story-sharing dialogues with the school leaders, transcription, and the (re)drafting of narratives. Both hermeneutic phenomenological methods, and postcolonial theory were applied to the analysis to enable a ‘conversation with the situation’ (Schon, 1991, pp. 76) within each story. Van Manen's (2016) six stages for hermeneutic phenomenological research were followed, through which the ‘dilemma stories’ were shared and discussed with a wider professional learning community. A reflective log was also kept, to enable a ‘describing of the phenomenon’ (of leading inclusion and wellbeing in international schools) ‘by the art of writing and rewriting’ (p. 132). The analysis of the ‘dilemma stories’ highlights relationships between the ways in which some international schools brand themselves, and the ways in which learner needs tend to be labelled and identified. Tensions between maintaining impartiality and between challenging the credentials of independent specialists, sourced privately by families, are also emphasised. Alongside such findings, this paper also presents individual ‘dilemma stories’, as ‘allegorical exemplars’ (Crowther et al., 2017, p. 828) of professional predicaments related to leading inclusion. In doing this, it emphasises the diversity of the dilemmas raised, reflecting the diversity of international schools globally, and evolving conceptualisations of inclusive education, that are being continually reformulated. The presentation of this paper also shares some emerging considerations, raised by the study, for the design of professional learning programmes, for those leading inclusion and wellbeing in international schools.

My first few submissions to journals tended to not dwell much on methodology and focus almost entirely on the substantive findings of research. This became a reoccurring theme in peer-reviewed feedback. In order to eventually be published therefore, I have had to slow down and give time to outlining the golden threads between ontology, epistemology, method, and new learning. Although this has been a rewarding process, it hasn’t been easy. For example, it has exposed the various misconceptions and ontological contradictions that may have been present at the very beginning of the various research processes I have embarked in. It has also highlighted how, if I actually had the knowledge I acquired through the process of undertaking a study, when I first embarked on it, I would have most likely approached things very differently. How can this all be explained in written papers, when seeking to publish them? In this paper, I draw upon the story ‘George’s Marvellous Medicine’ (Dahl, 1981), to make sense of the ‘methodological muddles’ I have found myself in as an early career researcher (ECR). In this story, eight-year-old George Kranky improvises a potion from random substances he finds around his home (including mustard powder and shampoo) hoping that this would serve as a remedy for his cantankerous Grandma’s behaviours. His ‘Marvellous Medicine’ however, initially makes her grow exceptionally tall, until her head bursts through the roof! In relation to my experiences as an ECR, this serves as an intriguing metaphor for the eclectic and hybrid ‘ingredients’ with which I tend to concoct research methodologies (and the ways in which this can, at first, turn relatively small problems into bigger ones). In particular, this paper presentation will give an account of how one particular ‘muddle’, around the simultaneous use of hermeneutic phenomenology and phenomenography, in fact resulted in methodological innovation. What initially started out as confusion between the two approaches of hermeneutic phenomenology and phenomenography, inspired the development of a unique ‘phenomenological phenomenography’ to analyse a set of ‘dilemma stories’, shared by experienced teachers, that related to their practice with diverse classes. It was a development that led me to arrive at and disseminate some important research findings, which this paper summarises, as well as secure my first publication in an upper quartile journal. It was also a development which required an acceptance of the apparent ontological dissonance between the hermeneutic phenomenological preoccupation with the ‘pre-reflective’ (Merleau-Ponty, 2013) and phenomenography’s emphasis on conceptions (Marton, 1986). Through this, in the same way in which George and his Dad, in the story, become fascinated about the effects of the ‘Marvellous Medicine’, I have become excited about methodological muddles, and how I can positively exploit them, when shaping my unique academic identity.