Blurring the boundaries: Embedding inclusive pedagogy in Initial Teacher Education

This chapter starts by considering what influences our conceptualisations of special educational needs and disabilities (SEND) and inclusive pedagogy. We then consider what are the potential barriers to inclusive pedagogy in schools and universities, with a particular lens on Initial Teacher Education (ITE) courses. We 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, we reflect on how inclusive pedagogical values can be reconciled with the constraints encountered in HE curricula and teaching.