it's another Saturday research bite for you, and PGCE Primary student teacher Abby Dee is in conversation with Sioned Dafydd about her work, which considers AfL strategies for inclusion. Abby is particularly interested in working with pupils with ASD and other additional learning needs, and indeed she has undertaken her second PGCE placement in a special school.

In this conversation Abby explains what she found out, and the strategies she was able to identify for her own practice.

You can also watch this conversation at the Professional Learning with the Cardiff Partnership YouTube channel.

Abby's infographic is available for download here.

Abby's six main sources of literature were:

Bourke, R. and Mentis, M. (2013). ‘Self-assessment as a process for inclusion.’ International Journal of Inclusive Education, 17(8), pp.854–867

Clark, I. (2014). ‘Equitable learning outcomes: Supporting economically and culturally disadvantaged students in “formative learning environments.”’ Improving Schools, 17(1), pp.116–126

Heritage, M. (2018). ‘Assessment for learning as support for student self-regulation.’ The Australian Educational Researcher, 45(1), pp.51–63

Kefallinou, A., Symeonidou, S. and Meijer, C.J.W. (2020). ‘Understanding the value of inclusive education and its implementation: A review of the literature.’ PROSPECTS, 49(3-4), pp.135–152

Tay, H.Y. and Kee, K.N.N. (2019). ‘Effective questioning and feedback for learners with autism in an inclusive classroom’. Cogent Education, 6(1)

Westbroek, H.B., van Rens, L., van den Berg, E. and Janssen, F. (2020). ‘A practical approach to assessment for learning and differentiated instruction.’ International Journal of Science Education, 42(6), pp.1–22