Comparison of a traditional and an inclusive secondary school culture

Carrington, Suzanne; Elkins, John

doi:10.1080/13603110110061754

Cited by 31 publications

(26 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Other case studies have focused more on the processes operating within schools rather than on the children, suggesting possible areas for development, but in the absence of child level data these findings are speculative (e.g. Carrington & Elkins, 2002).…”

Section: Evaluating the Effectiveness Of Inclusive Educationmentioning

confidence: 99%

Educational psychology and the effectiveness of inclusive education/mainstreaming

Lindsay

2007

Brit J of Edu Psychol

526

312

View full text Add to dashboard Cite

Inclusive education/mainstreaming has been promoted on two bases: the rights of children to be included in mainstream education and the proposition that inclusive education is more effective. This review focuses on the latter issue. The evidence from this review does not provide a clear endorsement for the positive effects of inclusion. There is a lack of evidence from appropriate studies and, where evidence does exist, the balance was only marginally positive. It is argued that the policy has been driven by a concern for children's rights. The important task now is to research more thoroughly the mediators and moderators that support the optimal education for children with SEN and disabilities and, as a consequence, develop an evidence-based approach to these children's education.

show abstract

Section: Evaluating the Effectiveness Of Inclusive Educationmentioning

confidence: 99%

Educational psychology and the effectiveness of inclusive education/mainstreaming

Lindsay

2007

Brit J of Edu Psychol

526

312

View full text Add to dashboard Cite

show abstract

“…The pupils (named with pseudonyms throughout) appear to be suggesting that the learning environment created by the special school is in some way conducive to meeting individual needs and that the teachers in the special school are aware that it is their responsibility to meet the needs of every pupil that they teach. A link can be made here with the work of Carrington and Elkins (2002), who identify that within a traditional segregated mainstream model of special educational needs provision, the responsibility for the success of pupils working outside of the educational norm is transferred away from the mainstream class teacher to other ‘experts’.…”

Section: Resultsmentioning

confidence: 99%

‘Asking how instead of why’: exploring inclusive approaches to teaching and learning through pupil and teacher responses to a school link project

Griffiths¹

2009

British J Special Edu

View full text Add to dashboard Cite

Asking how instead of why': exploring inclusive approaches to teaching and learning through pupil and teacher responses to a school link projectb jsp_440 213..221 Eve GriffithsThe association of inclusive education with an equity discourse means that the question of 'how' to include is one currently faced by many teachers in the UK. Written by Eve Griffiths, who teaches English, literacy, media studies and drama in a special school in Wolverhampton, this article constructs a set of inclusive principles for teaching and learning and reports on pupil and teacher responses in mainstream and special schools to a three-week literacy project in which these approaches were implemented. Research diaries and small groupbased interviews were used in both educational settings to access the opinions of 20 pupils with a Statement of special educational needs. The research found that the pedagogical approaches were successful in breaking down some barriers to inclusion between the two groups of pupils, but Eve Griffiths concludes that significant changes would need to be brought about for there to be any longevity in the eradication of these obstructions.

show abstract

“…Carrington and Elkins () define a school's culture as the beliefs, attitudes and collective understandings of members (e.g., teachers and students) about their specific roles. These cultural concepts, they contend, contribute to how organisations operate and resolve problems.…”

Section: Presentation Of the Theorymentioning

confidence: 99%

“…This participant reasoned that the impersonal environment was at least in part responsible for his feeling socially outcast from the school community. Carrington and Elkins (2002) define a school's culture as the beliefs, attitudes and collective understandings of members (e.g., teachers and students) about their specific roles. These cultural concepts, they contend, contribute to how organisations operate and resolve problems.…”

Section: School Culturementioning

confidence: 99%

Accessibility and autonomy preconditions to ‘our’ inclusion: a grounded theory study of the experiences of secondary students with vision impairment

Whitburn

2013

Research in Spec Educ Needs

View full text Add to dashboard Cite

In this paper, I report core findings of a small‐scale qualitative study that I conducted with a group of young people with vision impairment who attended an inclusive secondary school in the Australian state of Queensland. My objective was to capture their voiced experiences of their schooling through face‐to‐face interviews and to develop a substantive theory that was grounded in the collected data. Relevant to the study was my status as an insider researcher, which impacted both data collection and analysis. Here, I develop the methodological process that I followed and present core findings of the study. These findings shed light on the practices within schools that are designed to promote inclusion yet perpetuate exclusion for students with impaired vision.

show abstract

Comparison of a traditional and an inclusive secondary school culture

Cited by 31 publications

References 21 publications

Educational psychology and the effectiveness of inclusive education/mainstreaming

Educational psychology and the effectiveness of inclusive education/mainstreaming

‘Asking how instead of why’: exploring inclusive approaches to teaching and learning through pupil and teacher responses to a school link project

Accessibility and autonomy preconditions to ‘our’ inclusion: a grounded theory study of the experiences of secondary students with vision impairment

Contact Info

Product

Resources

About