Centre for Research in Inclusion
@cri-uos.bsky.social
Centre for Research in Inclusion (CRI) at the University of Southampton @unisouthampton.bsky.social. Co-directors @vstrogilos.bsky.social & @achalagupta.bsky.social
https://www.southampton.ac.uk/research/institutes-centres/centre-for-research-in-inclusion
https://www.southampton.ac.uk/research/institutes-centres/centre-for-research-in-inclusion
October 21, 2025 at 8:24 PM
The findings offer new perspectives and conceptual tools for both research and practice, contributing to strategies for integrating inclusion into everyday teaching for all students.
#universityofsouthampton #InterwovenInclusiveTeaching #studentperspective
#universityofsouthampton #InterwovenInclusiveTeaching #studentperspective
October 21, 2025 at 8:22 PM
The findings offer new perspectives and conceptual tools for both research and practice, contributing to strategies for integrating inclusion into everyday teaching for all students.
#universityofsouthampton #InterwovenInclusiveTeaching #studentperspective
#universityofsouthampton #InterwovenInclusiveTeaching #studentperspective
While social prejudice and inaccessibility may restrict students in everyday life, didactics - rooted in the continental tradition - can contribute to the creation of artificial inclusive spaces within teaching, allowing students to transcend taken-for-granted assumptions and become in new ways.
October 21, 2025 at 8:20 PM
While social prejudice and inaccessibility may restrict students in everyday life, didactics - rooted in the continental tradition - can contribute to the creation of artificial inclusive spaces within teaching, allowing students to transcend taken-for-granted assumptions and become in new ways.
Teachers can be understood as didactic subjects who, through their presence and interaction, become part of both the didactic content and method, aiming to foster inclusion. Although inclusive education is seldom connected to didactics, the study argues that didactics are needed to enable inclusion.
October 21, 2025 at 8:20 PM
Teachers can be understood as didactic subjects who, through their presence and interaction, become part of both the didactic content and method, aiming to foster inclusion. Although inclusive education is seldom connected to didactics, the study argues that didactics are needed to enable inclusion.
Drawing on phenomenological research involving more than 600 high school students, the study identifies three overlapping didactic dimensions: didactic persona, didactic alliance, and didactic action. Together, these dimensions form what is described as Interwoven inclusive teaching (IIT).
October 21, 2025 at 8:20 PM
Drawing on phenomenological research involving more than 600 high school students, the study identifies three overlapping didactic dimensions: didactic persona, didactic alliance, and didactic action. Together, these dimensions form what is described as Interwoven inclusive teaching (IIT).
The seminar presents a study exploring how high school students experience teachers' inclusive teaching, with a focus on how inclusion is enacted in everyday classroom practice.
October 21, 2025 at 8:19 PM
The seminar presents a study exploring how high school students experience teachers' inclusive teaching, with a focus on how inclusion is enacted in everyday classroom practice.