Rose, R. (2008) The inclusive primary school teacher. In: Forlin, C. and Lian, M.-G. J. (eds.) Reform, Inclusion and Teacher Education: Towards a New Era of Special and Inclusive Education in Asia-Pacific Regions. London: Routledge. pp. 129-141.
International agreements and national legislation has led to the development of inclusive education policies in many countries. This has inevitably impacted upon the nature of the population in schools. Teachers in primary school classrooms, faced with a more diverse student population have been required to consider their teaching approaches in order to accommodate a range of learning needs. This chapter draws upon recent research from several parts of the world in order to discuss what is known about the promotion of inclusive teaching and learning. The chapter begins with a discussion of attitudes and expectations before considering aspects of pedagogy and assessment. Within the chapter it is argued that teachers in primary classrooms need to develop an enquiry based approach to learning in order to understand the needs of students and the ways in which personal teaching styles impact upon learning