Inclusion and achievement in mainstream schools

Farrell, Peter; Dyson, Alan; Polat, Filiz; Hutcheson, Graeme; Gallannaugh, Frances

doi:10.1080/08856250701267808

Cited by 61 publications

(50 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…General educational competence, which is embraced by all teachers and which comprises basic special educational competence and a mental preparedness to take care of the whole range of students, forms a continuum with more specific special educational competence and cutting-edge knowledge. This means that schools must be expert at encouraging cooperation among their staff; they must be flexible and capable of solving pedagogical problems (Farrell et al 2007) and not least they must be able to encourage participation by students and parents. This is a construction that, according to Skrtic (2005) characterises inclusive schools and which, in the opinion of most of the principals, demands effective team-teaching.…”

Section: Discussionmentioning

confidence: 99%

“…This is connected with encouraging parental choice, which detaches schools from particular local communities and redirects their social purposes (Booth, Nes, and Strømstad 2004). Thus, both Swedish and international research points to increased segregation in schools, which seems to be in direct conflict with both the political aims and the debate on inclusive education (Farrell et al 2007;Skidmore 2004;Gustafsson and Myrberg 2002).…”

Section: Learning Goals National Tests and The Free Choice Of Schoolmentioning

confidence: 96%

“…Previous research has shown that school principals are of decisive importance for the organisation of special education programmes (Farrell et al 2007;Malmgren Hansen 2002;Tetler 2000). It has therefore been considered interesting to investigate how they look upon the relationship between the organisation and the realisation of special education in relation to school aims.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Inclusive and exclusive education in Sweden: principals' opinions and experiences

Mattson

Hansen

2009

European Journal of Special Needs Education

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 99%

Section: Learning Goals National Tests and The Free Choice Of Schoolmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Inclusive and exclusive education in Sweden: principals' opinions and experiences

Mattson

Hansen

2009

European Journal of Special Needs Education

View full text Add to dashboard Cite

“…Therefore, to gain a sense of teachers' SRs in the general classroom, we need to proceed to explore how we can capture the SRs that teachers hold. Also, there is a need to explore the SRs at the organizational level since previous research points to the importance of their involvement in the implementation process of inclusion (Berhanu, 2011;Boyle et al, 2013;Farrell et al, 2007;Nilholm, 2007;Heimdahl Mattson & Malmgren Hansen, 2009;Jordan et al, 2009). As mentioned earlier, teachers' and other school staff's SRs are understood as guiding their inclusion of students with AS, namely, students' ability or lack of it.…”

Section: The Psycho-medical Paradigmmentioning

confidence: 99%

To include or not to include : Teachers’ social representations of inclusion of students with Asperger syndrome

Linton¹

2015

View full text Add to dashboard Cite

show abstract

“…The question of better student outcomes through inclusion continues to be a thorny and hotly contested issue (Farrell, Dyson, Polat, Hutcheson, & Gallannaugh, 2007;Fuchs et al, 2014;Lyons & Cassebohm, 2012;McClesky, Landers, Williamson, & Hoppey, 2012). In the current U.S. political climate, a reframing of educational praxis will be unlikely to advance on the basis of a human rights agenda.…”

Section: Does Inclusion Produce Better Outcomes For Students?mentioning

confidence: 99%

Equity as a Basis for Inclusive Educational Systems Change

Sailor

2016

Australas. j. spec. educ.

View full text Add to dashboard Cite

Inclusion of students with "disabilities" in public systems of general education has been a global initiative since the Salamanca Statement and Framework for Action by the UN General Assembly in 1994. Despite global and national policy efforts the practice has been sporadic and elusive. Framing education as categorical, specialized service delivery to discrete populations makes inclusion an unsolvable problem. The advent of multi-tiered systems of support (MTSS) coupled with universal design for learning (UDL) practices delivered in whole-school rather than classroom-based formats poses a pathway out of the conundrum by framing public education as a system of equitable distribution of resources such as services and supports based on measured and monitored need on the part of all students. Potentially supportive research literature is reviewed. Key Words: EQUITY; INCLUSION; MULTI-TIERED SYSTEM OF SUPPORT; SYSTEMS CHANGE, UNIVERSAL DESIGN FOR LEARNINGSWIFT Center produced the data for this paper under U.S. Department of Education, Office of Special Education Programs Grant No. H326Y120005. OSEP Project Officers Grace Zamora Durán and Tina Diamond served as the project officers. The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred. EQUITY-BASED INCLUSIVE SYSTEMS CHANGE 1 Equity as a Basis for Inclusive Education Systems ChangeRittel and Webber (1973) wrote "The search for scientific bases for confronting problems of social policy is bound to fail, because of the nature of these problems. They are 'wicked' problems, whereas science has developed to deal with 'tame problems'" (p. 155). The social professions (e.g., education) have evolved as conduits for application of scientific knowledge from their respective disciplines (e.g., psychology). As such, they assume responsibility for planning functions and guidance in formulation of social policy. Yet the relationship of knowledge production (science) to applications (profession) breaks down in the face of wicked problems. A problem is wicked, in Rittel and Webber's terms, when its solution is bound up in its formulation and the context of the problem militates against its formulation. Within different professional groupings are people with different values, epistemological preferences, and so on, and solutions for social policy problems become caught up in the conflicts among them.Knowledge production proceeds apace in support of all solutions until one prevails. New solutions to old wicked problems may result in the overthrow of prevalent paradigms (Kuhn, 1970;Skrtic, 1993)."Inclusion" of students with "disabilities" in general education arrangements fits the definition of a wicked problem. The significance of this problem rests in the current values underpinning a large slice of international social policy in education, whic...

show abstract

Inclusion and achievement in mainstream schools

Cited by 61 publications

References 25 publications

Inclusive and exclusive education in Sweden: principals' opinions and experiences

Inclusive and exclusive education in Sweden: principals' opinions and experiences

To include or not to include : Teachers’ social representations of inclusion of students with Asperger syndrome

Equity as a Basis for Inclusive Educational Systems Change

Contact Info

Product

Resources

About