Making Inclusion Happen is a podcast that opens up conversations about what genuine inclusive education is (and is not).
In this podcast, Research Program Co-Leaders from Queensland University of Technology (QUT)’s Centre for Inclusive Education (C4IE), along with host Haley Tancredi, share conversations with C4IE Members, C4IE Partners, and authors from the best-selling book Inclusive Education for the 21st Century: Theory, Policy and Practice.
Listen as we debate some of the misconceptions about what inclusion is (and is not), gain a deeper understanding of the world-leading research being conducted by C4IE researchers, and discuss evidence-based practice approaches.
Season 2, Episode 4: My research benefits not o...
Season 2 - Episode 3: How do carer responsibili...
Season 2 - Episode 2: The impact of higher degr...
Season 2 - Episode 1: Exploring how students on...
Episode 5: Engaging with culturally and linguis...
Episode 4: Do the rights of the many outweigh t...
Episode 3: Supporting students on the autism sp...
Episode 2: Emotions and learning - What do teac...
A/Prof Alberto Bellocchi and Dr James Davis are both members of The Centre for Inclusive Education. Their research contributes to understanding the role of social bonds and emotions as enacted classroom practices for engagement, learning, and teaching. In this episode, Alberto described the use of emotions diaries in his work. Alberto and James have also produced a series titled Handling Stress, Anger, and Shame - How Do Teachers Cope? Part 1 and Part 2 are available on YouTube https://youtu.be/HdQkgdAJ2MI
Episode 1: "The Mainstream"
Professor Linda Graham joins podcast host Haley Tancredi to discuss what genuine inclusion is (and is not) in the context of education, and why we need to stop conflating “mainstream” with inclusion.
Linda Graham is Director of The Centre for Inclusive Education (C4IE) and a Professor in the Faculty of Creative Industries, Education and Social Justice at QUT. Her research investigates the role of education policy and schooling practices in the development of disruptive student behaviour and the improvement of responses to children that teachers can find difficult to teach.