inclusionED is the result of research with input from:
- members of school leadership teams
- professionals who are allied to education (such as therapists)
- education policymakers
Teachers and other professionals working in schools want to employ evidence-informed practices in their classrooms, but finding these practices can be difficult. In preparing inclusionED, educators emphatically told us that they needed to trust the evidence behind any sources of professional learning.
inclusionED have collaborated with colleagues at Evidence for Learning to map inclusionED practices to the Evidence for Learning Toolkits. The Teaching & Learning Toolkit and the Early Childhood Education Toolkit are accessible summaries of education research. The two Toolkits are designed to support teachers, leaders and other educators to make evidence-informed decisions that will directly improve learning outcomes. The Toolkits provide high quality information from the existing evidence and an estimate of the robustness of that evidence based on:
- the quantity of evidence available (i.e. the number of systematic reviews or meta-analyses and the number of primary studies which they synthesise)
- the outcomes measured in those studies
- the methodological quality of the available evidence
- the consistency of impact estimates across the reviews and meta-analyses that have been synthesised.