A Collaborative Approach to Empower Students With Intellectual Disabilities in One Initial Teacher Education Programme Towards Inclusive Pedagogy

ABSTRACT Background This study explores the impact of integrating collaborative learning and inclusive pedagogical strategies in an initial teacher education (ITE) programme on ITE students' understanding and implementation of inclusive education, particularly for students with intellectual disabilities (ID). Methods Using a case‐study design, the study analysed assignments from top‐performing ITE students ( n = 10) and a group assignment from certificate in disability‐inclusive practice (CDIP) students ( n = 4) following a collaborative module and school placement period. Findings Analysis of ITE students' assignments revealed four themes aligned with the socioecological model of inclusion: (1) embedding the voice of learners with disabilities, (2) enacting inclusive pedagogy, (3) shaping an inclusive school ethos and (4) teacher professional development. CDIP students' assignments generated a single theme reflecting their learning experience as co‐creators in ITE. Conclusions This collaborative approach between ITE students and students with ID provides insights from a socioecological perspective of inclusion, suggesting implications for practice that adopt theoretical frameworks and values of inclusive pedagogy.