Engaging with the views of students to promote inclusion in education

Ainscow, Mel; Messiou, Kyriaki

doi:10.1007/s10833-017-9312-1

Cited by 110 publications

(75 citation statements)

References 33 publications

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“…However, none of this provides a straightforward mechanism for the development of more inclusive practices. We have, for example, explained how any space for reflection that is created as a result of engaging with evidence may sometimes be filled by conflicting agendas (Ainscow & Messiou, 2017). We have also drawn on the work of Bartolome (1994), who explains that teaching methods are neither devised nor implemented in a vacuum.…”

Section: Creating Interruptionsmentioning

confidence: 99%

Inclusive Inquiry: Student–teacher dialogue as a means of promoting inclusion in schools

Messiou

Ainscow

2020

British Educational Res J

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This article traces the development of Inclusive Inquiry, a new approach to the promotion of inclusion in schools. It explains how this builds on a programme of research carried out by the authors over a period of 20 years. Central to the approach is dialogue amongst teachers and their students about how to make lessons more inclusive. This involves children becoming researchers who learn how to use research techniques to gather the views of their classmates, as well as observing lessons. The approach was refined as a result of a 3-year action research study carried out with a network of eight secondary schools, in three European countries. It was then trialled in 30 primary schools, in five European countries. In each country a team of university researchers supported, recorded and analysed the action research as it occurred, using observations, interviews and surveys. The article provides an analysis of the impact on the thinking and practices of teachers, and on the attitudes and engagement of students in learning. It is argued that Inclusive Inquiry is an approach that facilitates dialogues that can lead to transformations of practices and thinking, and the development of inclusive schools. Some of the challenges involved in using the approach in schools are identified.

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Section: Creating Interruptionsmentioning

confidence: 99%

Inclusive Inquiry: Student–teacher dialogue as a means of promoting inclusion in schools

Messiou

Ainscow

2020

British Educational Res J

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“…Durante mucho tiempo se pensó, y múltiples investigaciones así lo confirmaban (Metsiou, Papdopoulos y Agaliotis, 2011) que los y las estudiantes con discapacidad visual presentan dificultades en su comportamiento adaptativo total, entendido este como el desarrollo de las actividades diarias que se requieren para la suficiencia personal y social. No cabe duda de que las dificultades educativas se pueden patologizar fácilmente como dificultades inherentes a los estudiantes (Ainscow y Messiou, 2018). La realidad descrita en los relatos presentados en este trabajo pone el acento en otros aspectos que son, claramente, extrínsecos a ellos: la realidad de las aulas, con una administración preocupada porque todo ruede, que legisla pero que no modifica más allá del papel; con equipos directivos secuestrados por las tareas administrativas que cada vez son mayor en número y complejidad; con docentes con escasa o nula formación sobre discapacidad e inclusión y poco receptivos hacia una escuela que valora las diferencias; con alumnado que desconoce lo que las personas diferentes pueden aportarles y a los que nadie transmite una educación basada en valores que ponga en alza cambios de pensamiento y nuevas formas de actuar en el sistema educativo, en el día a día de los centros; y, por último, con un alumnado que presenta dificultades pero al que no se le da voz.…”

Section: Conclusionesunclassified

Investigación Participativa con Jóvenes con Discapacidad Visual: Cuando los Relatos de Exclusión e Inclusión Salen a la Calle

Martínez

Asorey

Latas

2019

RIEJS

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“…Along with politics, European authors still highlighting the importance of listening to the pupils' voice as a strategy for IE (Ainscow & Messiou, 2017;Simón Rueda, Echeita, & Sandoval Mena, 2018). Moreover, the human development and capability approach is having a worldwide impact by the hand of authors such as A. Sen and M. Nussbaum, one from India and the other from the USA.…”

Section: European Trendsmentioning

confidence: 99%

Mainstream educational enrollment for students with SEN in the EU

García¹,

Torrijo²,

Linares³

2018

Educación E Inclusión Aportes Y Perspectivas De La Educación Comparada Para La Equidad

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Inclusive education is a relevant goal of the EU agenda. The educational reform started up in 70s has impacted on the current European educational enrollment. Regardless EU convergence, not every country has similar inclusion rates and that makes a multi-speed Europe in education, not as a political project but as a fact. After integration was overcome by inclusion and while inter and supranational declarations continue being written, we wonder on the mainstream educational enrollment rates for a better understanding of the European inclusive education. The rates of 28 countries have been analyzed. 25 of them are from the EU and 3 from the Schengen area. The dataset of the European Agency for Special Needs and Inclusive Education was used for country data collection. Then, data were processed and three scores were obtained: students with SEN relative to the total school aged children; those of them in separate classes (mainstream centers) relative to those in formal educational settings; and students in special schools relative to the total students with official decision of SEN. Descriptive, relative data of each country is reported comparing findings, both demographics and educational enrollment rates. Whereas countries such as Austria, Belgium or Germany seem to be less inclusive, others like Cyprus, Italy or Spain appear to be European models for achieve inclusive education. New European educational policy trends, research lines and implication for practice are discussed. Resumen La educación inclusiva es un objetivo importante en la agenda de la UE. La reforma educativa iniciada en los años 70 ha impactado en la actual matriculación educativa en Europa. Al margen de la convergencia de la Unión, no todos los países tienen tasas de inclusión similares y eso implica una Europa a diferentes velocidades, no como un proyecto político sino como un hecho. Después de que la integración fuera reformulada como inclusión y a la vez que se continúan redactando declaraciones inter y supranacionales, nos hemos preguntado acerca de las tasas de matriculación educativa para una mejor comprensión de la educación inclusiva europea. Han sido analizadas las tasas de 28 países. 25 de ellos pertenecen a la

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Engaging with the views of students to promote inclusion in education

Abstract: There may be differences between this version and the published version. You are advised to consult the publisher's version if you wish to cite from it.

Cited by 110 publications

References 33 publications

Inclusive Inquiry: Student–teacher dialogue as a means of promoting inclusion in schools

Inclusive Inquiry: Student–teacher dialogue as a means of promoting inclusion in schools

Investigación Participativa con Jóvenes con Discapacidad Visual: Cuando los Relatos de Exclusión e Inclusión Salen a la Calle

Mainstream educational enrollment for students with SEN in the EU

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