Inclusion in New Zealand: The Potential and Possibilities of Sustainable Inclusive Change Through Utilising a Framework for Whole School Development

McMaster, Christopher

doi:10.1007/s40841-015-0010-3

Cited by 12 publications

(11 citation statements)

References 16 publications

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“…Results from the trial showed that collaboration is essential to ensure the better implementation of inclusive education. This is in line with the findings from previous research studies [26][27][28] which showed that collaboration between school members and copperation with stakeholders and government is essential.…”

Section: The Effectiveness Of the Development Of The Inclusive Educatsupporting

confidence: 92%

“…This mirrors the comparative research study by Engelbrecht et al [27] which suggested the importance of collaboration. Furthermore, a qualitative study in New Zealand reported that there is a need of a flexible Index tool in order to reach the sustainable whole school development and professional learning in implementing inclusive education [28]. Another inclusive education model was implementing the three-block model of Universal Design for Learning which has positively impacted the teachers' self efficacy and job satisfaction in inclusive schools in Canada [29].…”

Section: Introductionmentioning

confidence: 99%

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The development of inclusive education management model: Practical guidelines for learning in inclusive school

2020

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This research aimed to explore the current conditions, problems, and needs in the implementation of inclusive education, to examine the best model of the implementation of inclusive education and to investigate the effectiveness of the inclusive education model. This research was mixed method researchs which was conducted in three stages. Stage one was exploring the current conditions, problems, and the needs on inclusive education implementation. Stage two was formulating an inclusive education learning model and stage three was determining the efficiency of the inclusive education model. Findings reveal that students and learning are the biggest obstacle in implementing inclusive education, while management, students, and learning are the most important factors to be considered in implementing inclusive education model. Based on the findings, the whole school inclusive education model was developed which consisted of three stages namely input, process, and output. It was suggested that during the implementation of this model collaboration should be emphasized.

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Section: The Effectiveness Of the Development Of The Inclusive Educatsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

The development of inclusive education management model: Practical guidelines for learning in inclusive school

2020

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“…That is also to say that inclusive education calls for the redirection of the whole school culture, especially for the change to be sustainable (BÁrziÚa, 2010). In this sense, ësustainableí in the context of ëinclusive educationí does not only mean to make a change in school climate, policies and practices or the whole state school system towards inclusion, which remains to be in place in a long run (Ballard, 2013;Gill, Sherman & Sherman, 2009;McMaster, 2015;Sindelar, Shearer, Yendol-Hoppey & Liebert, 2006), but also to provide basis for responsibility, activism, critical inquiry and social equality as such (Kairiene & Sprindziunas, 2016;Nelson, Cassell & Arnold, 2013;Starks, 2013;ZaÌe, 2010).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Perceptions of the Relationship between Inclusive Education and Distributed Leadership in two Primary Schools in Slovakia and New South Wales (Australia)

Miškolci

Armstrong

Spandagou

2016

Journal of Teacher Education for Sustainability

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The academic literature on the practice of inclusive education presents diverse and at times contradictory perspectives in how it is connected to practices of distributed leadership. Depending on the approach, on the one hand, inclusive educational practice may enable distributed school leadership, while on the other hand, it may allow for hierarchical management styles if staff members do not implement inclusive practices. This paper explores how school staff members perceive and understand the relationship between practices of inclusive education and distributed leadership in two public primary schools: one in New South Wales (Australia) and one in Slovakia. These two schools were identified by external informants as good practice examples of inclusive education. Using qualitative research methods based on interviews, this paper identifies two main understandings of this relationship. First, although distributed leadership may encourage the goals of inclusive education, it may in some circumstances also hinder their achievement. Second, distributed leadership can be constructed as an indispensable component of inclusive education, and this has implications for how the target groups of inclusive education are conceptualised. This paper also discusses the wider social and political contexts of the two primary schools and how in each case context significantly constrained and shaped understandings and practices of inclusion and distributed leadership in the practice of teachers and principals.

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“…La inclusión como se ha señalado es un proceso complejo que requiere una mirada que se aleje de un enfoque simplista que puede ocultar muchas sutilezas y matices y, no tiene en cuenta aspectos relevantes que se viven en los contextos donde abunda la diversidad (McMaster, 2015). Otro aspecto clave de la complejidad del concepto tiene que ver con el marco de referencia para definir qué constituye la inclusión.…”

Section: Inclusiónunclassified

La Inclusión en Las Entidades Sociales. Construcción Y Validación De Una Escala Desde Un Modelo Mixto

Gutiérrez-Ortega

Cilleros

Hernández-Soto

2020

New Trends in Qualitative Research

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Resumen. Introducción La inclusión es un proceso complejo que ayuda a las organizaciones a superar las barreras que limitan la participación y el aprendizaje. Las entidades sociales no cuentan en la actualidad con suficientes instrumentos que permitan conocer su posicionamiento frente a la inclusión, ni sus procesos, ni sus prácticas. Objetivos; Métodos El estudio parte de un instrumento reconocido a nivel internacional. A través de un enfoque mixto, se ha adaptado y validado para su posterior aplicación a los contextos de las entidades sociales. Se ha optado por un diseño exploratorio secuencial donde el método cuantitativo apoya al método cualitativo que es el que dirige la investigación. Resultados A través de un proceso llevado en cuatro fases se desarrolla un instrumento de 24 ítems agrupados en cuatro factores, que es aplicado a 93 participantes. Conclusiones. La escala permite realizar investigaciones colaborativas y proponer actuaciones de mejora continua a partir de la propia realidad organizativa y de sus prácticas. La implementación del instrumento posibilita un tratamiento global de la diversidad en los servicios abarcando a toda la comunidad. Los métodos mixtos proporcionan un enfoque integral para abordar este tipo de estudios.

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Inclusion in New Zealand: The Potential and Possibilities of Sustainable Inclusive Change Through Utilising a Framework for Whole School Development

Cited by 12 publications

References 16 publications

The development of inclusive education management model: Practical guidelines for learning in inclusive school

The development of inclusive education management model: Practical guidelines for learning in inclusive school

Teachers’ Perceptions of the Relationship between Inclusive Education and Distributed Leadership in two Primary Schools in Slovakia and New South Wales (Australia)

La Inclusión en Las Entidades Sociales. Construcción Y Validación De Una Escala Desde Un Modelo Mixto

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