Effective Inclusive Schools: a study in two countries

Rouse, Martyn; Florian, Lani

doi:10.1080/0305764960260106

Cited by 62 publications

(60 citation statements)

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“…Over the years, a specific view of inclusive education as learning how to respect and respond to human differences in ways that include, rather than exclude, learners from what is ordinarily available in the daily routines of schooling has emerged from a programme of research in the United Kingdom (Black-Hawkins, Florian and Rouse 2007;Florian and Rouse 2009;Rouse and Florian 1996;1997;. As this work has shown, the act of extending what is ordinarily available, as opposed to doing something 'additional' or 'different' for some is a complex pedagogical endeavour that requires a shift in thinking away from commonly accepted ways of providing for everyone by differentiating for some.…”

Section: Introductionmentioning

confidence: 99%

Developing teachers as agents of inclusion and social justice

2015

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Policies around the world increasingly call for teachers to become 'agents of change', often linked to social justice agendas. However, there is little clarity about the kind of competencies such agency involves or how it can be developed in teacher education. This paper draws on theories of teacher agency and inclusive pedagogy to clarify the meaning of teachers as agents of change in the context of inclusion and social justice. Inclusive practice requires the collaboration of teachers and others such as families and other professionals. Agents of change work purposefully with others to challenge the status quo and develop social justice and inclusion. We discuss the possibilities of combining theories of inclusive pedagogy and teacher agency for developing teachers as agents of inclusion and social justice in teacher education. These possibilities include: 1) nurturing commitment to social justice as part of teachers' sense of purpose; 2) developing competencies in inclusive pedagogical approaches, including working with others; 3) developing relational agency for transforming the conditions of teachers' workplaces; and 4) a capacity to reflect on their own practices and environments when seeking to support the learning of all students.

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Section: Introductionmentioning

confidence: 99%

Developing teachers as agents of inclusion and social justice

2015

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“…However, frequently, writers within this tradition see the move to inclusion as requiring a process of transformation which is itself dependent on the coming together of particular sets of 'organisational conditions' (Ainscow, 1999) and/or on the presence of especially enlightened teachers and school leaders (see, for instance, Skrtic, 1991;Rouse & Florian, 1996;Ballard & MacDonald, 1998;Kugelmass, 2001). On this latter view, even within a hostile policy environment, we should expect to find at least some exceptional schools, with an outstanding commitment to inclusion, which are able to find ways of dismissing, overcoming or subverting the 'standards agenda' in favour of more inclusive approaches.…”

Section: Discussionmentioning

confidence: 99%

Making Space in the Standards Agenda: Developing Inclusive Practices in Schools

Dyson

Gallannaugh

Millward

2003

European Educational Research Journal

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“…Différents travaux portant sur les étudiants ayant des besoins particuliers et l'inclusion scolaire insistent sur l'importance de la qualité des pratiques d'enseignement (Bergeron, 2014;Dubé et Sénécal, 2009;Galand, 2009;Nguyen, Fitchen, Barile, et Lévesque, 2006;Paré et Trépanier, 2010;Rouse et Florian, 1996;Theis, Giguère, Martin et Myre Bisaillon, 2009). …”

Section: Des Loisirs Et Du Sport (Mels) 2010a Et B) Cet Ensemble D'unclassified

Soutenir l’apprentissage d’étudiants ayant un trouble d’apprentissage au collégial : le cas d’une recherche-action-formation

Bergeron

Marchand

2015

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Cet article s’appuie sur les résultats d’une recherche-action-formation (RAF) menée dans un établissement d’enseignement collégial privé. De 2011 à 2013, une communauté d’apprentissage est constituée afin de soutenir les enseignants relativement à un défi récent, celui de l’enseignement aux étudiants ayant un trouble d’apprentissage (ETA). Inspirés du modèle social du handicap, les participants analysent leurs pratiques en relation avec les besoins des ETA pour ensuite mettre à l’essai différentes pratiques pédagogiques susceptibles de favoriser leur apprentissage. Deux éléments constitutifs des résultats sont présentés. Le premier concerne la problématique générale de l’enseignement aux ETA en contexte collégial; les données recueillies contribuent à un enrichissement de la compréhension du vécu des enseignants. Le deuxième fait état des obstacles à l’apprentissage identifiés ainsi que des pratiques pédagogiques mises à l’essai. La discussion met en évidence des pistes de formation prometteuses afin de soutenir les efforts des enseignants.This article addresses the results of an action research training project conducted from 2011-2013 at a private college. In the project, a learning community was established in order to support teachers who had several students with learning disabilities in their classes. Inspired by a social model of disability, the participants analyzed their practices in relation to the needs of students with specific learning difficulties and then tried different instructional strategies that could help these students in their learning processes. Two elements of the results are presented. The first has to do with the current situation in colleges for teachers who are working with these students in their classes. These results help shed light on what the teachers in the learning community experienced. The second element concerns the barriers that were identified and the instructional practices that were experimented with. The discussion clearly demonstrates promising avenues for supporting teachers in their efforts.Este artículo se basa en los resultados de una investigación-acción-formación (RAF, por su sigla en francés) llevado a cabo en un centro privado de enseñanza postsecundaria. Del 2011 al 2013 se formó una comunidad de aprendizaje con el fin de apoyar a los docentes que se enfrentan a un nuevo desafío, el de la enseñanza a los estudiantes con trastorno del aprendizaje (ETA). Basándose en el modelo social de la discapacidad, los participantes analizan sus prácticas en relación con las necesidades de los ETA para luego probar diferentes prácticas pedagógicas susceptibles de favorecer los aprendizajes de estos estudiantes. Se presentan dos elementos constitutivos de los resultados. El primero se refiere al problema general de la enseñanza a los ETA en el contexto de formación postsecundaria; los datos recogidos contribuyen a enriquecer la comprensión de la práctica docente. El segundo presenta los obstáculos encontrados así como las prácticas de enseñanza que fueron experimentadas. La ...

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Effective Inclusive Schools: a study in two countries

Cited by 62 publications

References 3 publications

Developing teachers as agents of inclusion and social justice

Developing teachers as agents of inclusion and social justice

Making Space in the Standards Agenda: Developing Inclusive Practices in Schools

Soutenir l’apprentissage d’étudiants ayant un trouble d’apprentissage au collégial : le cas d’une recherche-action-formation

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