Collaborative classroom practice for inclusion: perspectives of classroom teachers and learning support/resource teachers

Abstract

Collaborative practice is integral to effective inclusion. Within schools, teacher collaboration can foster communities of practice through a series of professional relationships that enhance the educational experience and learning outcomes of pupils with SEN. In Ireland, Learning Support Teachers (LST) and Resource Teachers (RT) provide additional support to the increasing numbers of children with SEN in mainstream classrooms. Working alongside Classroom Teachers (CT), this tripartite of teaching expertise represents an opportunity for whole-school and classroom-based approaches to successful collaborative, inclusive practice. This article describes the perceptions and experiences of collaborative practice between primary CTs, RTs and LSTs in a cohort of primary schools in the West of Ireland. Using a mixed methods approach, the study sought to establish the nature and extent of collaboration amongst these teachers and to identify the benefits and barriers to implementation. The findings suggest that whilst teachers are increasingly aware of the value of collaboration, its implementation is largely aspirational, with a series of challenges relating to time constraints, ad hoc planning and limited professional development opportunities most commonly identified as constraints to a consistent approach. The article considers the consequences of this shortfall and options for improved engagement between teachers are identified.

Joint reflection on action – a prerequisite for inclusive education? A qualitative study in one local primary/lower secondary school in Norway

“…Teamwork is considered to foster the exchange of experience and ideas between all teachers who teach a pupil with special educational needs. As found by Mulholland & O`Connor (2016), the implementation of teacher collaboration is dependent on different framework factors that can create both limitations and opportunities. At this school, such framework factors have been developed by school administrators as part of the school's participation in the national development programme.…”

A Case Study of a Therapeutic Inclusive Secondary School (TISS) in Enugu, Nigeria

“…Therefore, collaboration among professionals is essential for effective inclusive practice. Within schools, teacher collaboration can foster communities of practice through a series of professional relationships that enhance the educational experience and learning outcomes of students with special needs (Mulholland & O'Connor, 2016).The collaborative team approach has emerged as a model to address the curricular needs of all children in the same classroom (Tanner, Linscott & Galis, 1996). A collaborative approach between teachers and parents is based on its efficiency in terms of decision making and its potential to produce high quality student outcomes.…”

Supporting all children to reach their potential: practitioner perspectives on creating an inclusive school environment

“…This aspect of multi professional team working is identified within literature as important in supporting successful inclusion (Hodkinson 2016;Ko 2015). Pearson et al (2015) view the role of the SENCo as one of supporting the inclusion of children with SEN in mainstream settings, however Morewood (2012) argues, it is not the sole responsibility of the SENCo to ensure adequate provision for individuals with SEN but inclusive practice should be a whole school approach, a view also supported by Mulholland and O'Connor (2016;1070) who discuss the importance of how collaborative practice is 'integral to effective inclusion. '…”

“…However, what is clear is that inclusion is not just about enrolling children with SEN or disabilities into mainstream schools (Humphrey 2008), but is more about mainstream schools providing for a wide range of needs, ensuring that all children fulfil their learning potential Hodkinson 2016). Whilst there are many identified barriers to effective inclusion, literature acknowledges a broad range of inclusive practices within school settings, including positive attitudes towards inclusion from staff (Horne and Timmons 2009;Avradamis and Norwich 2002), staff responses to individual differences (Florian 2008) and staff working collaboratively within the setting and with other professionals (Mulholland and O'Connor 2016;Wilde and Avramidis 2011). However, these positive strategies that support inclusion can vary across the education sector, with some schools being more 'inclusive' than others.…”