An exploration of the use of ABLe by educational psychologists to promote universal inclusive practice in primary school classrooms in one local authority in Scotland

Abstract

In Scotland, an increasing amount of emphasis is being placed on creating inclusive learning environments to meet the needs of all learners. An inclusion pedagogy requires a focus on all children in a classroom and a rejection of deterministic beliefs of ability. The current study examined the use of Addressing Barriers to Learning (ABLe), an inclusive practice resource developed and promoted by Dundee City Council Educational Psychology Service (DEPS). 11 educational psychologists (EPs) took part in a survey exploring their views surrounding the impact and process of using ABLe. Qualitative thematic analysis identified three key themes (Staff engagement, role of the EP, future needs) and six sub-themes (staff resistance, within-child conceptualisations, professional dialogue, evidencing impact, accessibility and format, and staged approach to implementation). The findings suggest that successful implementation of ABLe is facilitated by the collaborative coaching of inclusive pedagogy and functional links to the National Practice Model.