Design, Development and Implementation of Inclusive Education

In inclusive education different pupils, including pupils with special educational needs and high ability pupils, can be stimulated to learn according to their capacities and potentials. The research question concentrates on the design features of inclusive education that will optimally promote the motivation and learning processes and outcomes of all pupils, and how relevant changes can be developed and implemented in educational practice. A model of guidelines concerning ‘multilevel contextual learning theory’ was expected to aid in designing psychologically appropriate learning processes and motivating educational, organisational, and managerial characteristics and procedures for all pupils. From 2003 to 2005, a pilot in which researchers and teachers collaborated was carried out in three Dutch pre-schools. Initial findings resulted in the development of a prototype of a pedagogical-didactic kernel or competence structure and a prototype of Internet-based software. Using these results, the screening of children's entry characteristics by infant day care teachers, parents, and preschool teachers was developed and implemented in practice. Construction and use of diagnostically based instructional, playing and learning procedures were first based on the screening results. The pre-schools differed much in rates of development and implementation. It is concluded that the proposed approach to the design, development and implementation of inclusive education that was applied seems promising in realising desired progress with pupils in early educational practice. However, policy and financial support are necessary to make more progress.