Improving Schools, Developing Inclusion

Ainscow, Mel; Booth, Tony; Dyson, Alan

doi:10.4324/9780203967157

Cited by 888 publications

(619 citation statements)

References 1 publication

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“…The nature of the IR intervention was considered proportionate by students and did not further 'alienate' them in relation to their overall schooling experience. The IR seemed to create the relational 'space' indicated by Ainscow et al (2006) for these students that enabled a 'turnaround' and further development. Further, the IR approach generated opportunities for mediation in the context and resolution of disciplinary problems in a principled manner, suggested by Slee (2010), that valued school community and inclusive values of participation.…”

Section: Discussionmentioning

confidence: 99%

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‘What's a fixed‐term exclusion, Miss?’ Students' perspectives on a disciplinary inclusion room in England

Gilmore¹

2013

British J Special Edu

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Marginalised students in education are often formally excluded and further disadvantaged by school disciplinary approaches. This leads to school behaviour codes not being followed by students. This result is often linked to individualised student disciplinary responses. Further, formal student exclusion from schools remains a controversial international practice driven by eclectic government policy. Yet there is limited research on student perspectives within debates on the value of interventions designed to reduce fixed‐term exclusion and promote children's participation in education. This study, by Gwen Gilmore of the College of Education at Victoria University, Melbourne, presents the perspectives of five Year 8 and 9 students who participated in a disciplinary inclusion room designed to reduce fixed‐term exclusion in a secondary school located in England. The research methodology is framed by a cultural historical activity theory approach, and mixed methods reported include document analysis and student interviews. Students stated that the disciplinary inclusion room enabled them to continue their learning and that this discipline model complemented the processes of education. These students' perspectives challenge recent narratives on disciplinary provision and provide possibilities for schools to consider how discipline can be organised towards practices that are more inclusionary and potentially educative.

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Section: Discussionmentioning

confidence: 99%

“…Inclusion can be defined as, and linked to, methods for reducing exclusionary processes (Ainscow, Booth, Dyson, Davies, Howes, Carroll & Farrell, 2006). The shaping of disciplinary inclusion needs to take an educational perspective which includes the ideals of 'equity, social justice and opportunity for all' (Thomas & Loxley, 2007).…”

mentioning

confidence: 99%

‘What's a fixed‐term exclusion, Miss?’ Students' perspectives on a disciplinary inclusion room in England

Gilmore¹

2013

British J Special Edu

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“…However, it not only provides access to mainstream education for students with disabilities (Farrell, Dyson, Polat, Hutcheson, & Gallannaugh, 2007), but also offers an answer to the needs of a diverse society. One primary objective of this approach to education is to support the socio-emotional, as well as cognitive, development of all students (Ainscow, Booth, & Dyson, 2006). The reviews of both Freeman and Alkin (2000) and Ruijs and Peetsma (2009), as well as a meta-analysis conducted by Oh-Young and Filler (2015), have furnished data about the effectiveness of inclusive education for the social and academic development of children with disabilities.…”

Section: Effectiveness Of Inclusive Education For Children With Dismentioning

confidence: 99%

Theory of mind development in school environment: A case of children with mild intellectual disability learning in inclusive and special education classrooms

Smogorzewska

Szumski

Grygiel

2019

Research Intellect Disabil

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Background This longitudinal study examines the extent to which a school classroom (inclusive vs. special education) is meaningful for theory of mind (ToM) development among children with mild intellectual disability. Materials and Methods The participant group consisted of 166 primary school‐aged children (M = 8.1, SD = 0.99), 79 of whom attended inclusive classrooms; the remaining 87 were in special education classrooms. Results Although all children developed ToM over time, children's learning of ToM in inclusive classrooms was significantly greater than that seen in special classrooms. The difference remained significant after controlling for age. The present authors have compared children's individual and family characteristics, but there were almost no differences between groups. Conclusions The present authors discuss the results in the light of their importance for children's cognitive and social development. The implications for children's education are also considered.

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“…Research has found that teachers indicate positive attitudes towards inclusion (Humphrey & Symes, 2013) and inclusion seems to have a positive effect on children's lives (Rafferty et al, 2003). Therefore, a nationwide study into the attitudes children have towards inclusion would be helpful to support any required changes in policy on inclusion, as research has found that the development of more inclusive schools remains one of the biggest challenges facing education systems throughout the world (Ainscow, Booth & Dyson, 2006).…”

Section: Further Researchmentioning

confidence: 99%

Comparing children's attitudes towards disability

Cairns¹,

McClatchey²

2013

British J Special Edu

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This study, carried out by Bernadette Cairns, principal officer for Additional Support Needs and Early Education in the Highland Council Additional Support Needs Team, and Kirstie McClatchey, a research assistant in the Highland Council Psychological Service, explores children's attitudes towards disability, making a comparison between a school with a high number of pupils with additional support and complex needs where the philosophy was one of inclusion, and a school with few children with additional support needs. An opportunity sample of children (N = 82) in Scotland was obtained, and interview data were collected from pupils regarding video clips they had viewed of children with varying disabilities. Results found that children from the more inclusive school had a greater number of prior experiences of children with disabilities, made different suggestions for helping children with disabilities and had more positive attitudes towards having a pupil with disabilities in their own class. To conclude, these findings suggest that inclusion in schools may lead to a positive effect on children's acceptance and understanding of disabilities.

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Improving Schools, Developing Inclusion

Cited by 888 publications

References 1 publication

‘What's a fixed‐term exclusion, Miss?’ Students' perspectives on a disciplinary inclusion room in England

‘What's a fixed‐term exclusion, Miss?’ Students' perspectives on a disciplinary inclusion room in England

Theory of mind development in school environment: A case of children with mild intellectual disability learning in inclusive and special education classrooms

Comparing children's attitudes towards disability

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