Moving forward in inclusive education research

Erten, Ozlem; Savage, Robert

doi:10.1080/13603111003777496

Cited by 60 publications

(25 citation statements)

References 56 publications

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“…Inclusive education can be seen as the key strategy of the United Nations Education for All movement (Erten and Savage 2012). The political ambition is to develop a system of education that is responsive to the diversity of learners, creates equal opportunities and minimises exclusions (UNESCO 2000).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…However, as Erten and Savage (2012) point out, research has to look beyond a physical definition of inclusion. Hence, this article aims at exploring processes of inclusion and exclusion in schools with introductory classes through a multi-systemic approach, in accordance with the theoretical framework of Niklas Luhmann's (1927Luhmann's ( -1998 systems theory.…”

Section: Introductionmentioning

confidence: 99%

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Education without a shared language: dynamics of inclusion and exclusion in Norwegian introductory classes for newly arrived minority language students

Hilt

2016

International Journal of Inclusive Education

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Based upon fieldwork in two upper secondary schools in Norway, this article offers an analysis of inclusion and exclusion processes for newly arrived minority language students. Minority language students are defined by policy as students who have a different mother tongue than the Norwegian and Sami languages, and students who are newly arrived in Norway are considered especially at risk for marginalisation. This article explores processes of inclusion and exclusion in two schools with segregated classes for this group, called introductory classes. The analytical framework is Niklas Luhmann's theory of autopoietic social systems, where inclusion is defined as the requirements for participation set by a system, and exclusion accordingly as being unable to meet these requirements. The article displays different constellations of inclusions and exclusions for newly arrived students in the educational system: in school organisations, organisation-based interactions and informal networks of students. It will be showed that introductory classes erect several barriers towards newly arrived students' inclusion, especially towards those students who are placed at the basic level of the schools' hierarchy of performances. As a consequence of multiple educational exclusions, informal networks emerge as alternative socialities that include and exclude students on the basis of mother tongue. ARTICLE HISTORY

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Education without a shared language: dynamics of inclusion and exclusion in Norwegian introductory classes for newly arrived minority language students

Hilt

2016

International Journal of Inclusive Education

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“…Reconciling the ethnographic research with the research-training-action process was not easy (Cuomo, Illán & Imola, 2010). We intended to transform the school where the two children went in an innovative way, bearing in mind that an inclusive school, as well as being a right, is also a general improvement for a school (Erten & Savage, 2012). This research-training-action process took into account the voice of the children for reflection and rethinking improvements in inclusive classrooms and schools (Fielding, 2012;Messiou, 2014).…”

Section: Methodsmentioning

confidence: 99%

Inclusive practices: the role of the support teacher

Pérez¹,

Llanos²,

Guasp³

2017

AULA_ABIERTA

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The aim of this article is to reflect on the need for a change in the role of the support teacher, moving from therapeutic or integrative positions towards an inclusive educational model based on the results found in a longitudinal case study carried out in an ordinary school in Catalonia. The results of this research allow us to discover and analyse the functions, tasks and actions of support teachers in inclusive classrooms.This research is based on three key axes: the transition from integration to inclusion as a conceptual and attitudinal change necessary to modify paths to inclusion; the conceptualisation of what can be considered and defined as good inclusive practice; and the role of the support teacher in ensuring the presence, participation and progress of each one of the students in the classroom, whatever their characteristics. The concept of inclusion.Inclusive educational approaches are a response to discriminatory models. For this reason, international organisations like the UN and UNESCO have been working for years to ensure a fairer approach, respecting individual differences and the charsacteristics of each child. This work is based on the Declaration of Salamanca, in which the need for schools for all was manifested (OHCHR, 2013;Muntaner, 2010). ABSTRACTThe purpose of this study is to describe and analyse the functions, tasks and actions of support teachers in inclusive classrooms in an ordinary school, moving from a therapeutic, integrative model to an inclusive one. Qualitative research in a longitudinal case study is presented, following two children with functional diversity over four years along three axes: the concept of inclusive education, the determination of good practices for inclusion and the role of the support teacher. The results allow us to propose different inclusive practices for support teachers, and a significant increase in the presence, participation and progress of these children in ordinary classrooms. We conclude that a conceptual change in the teaching approach of teachers can lead to the implementation of alternative teaching methods, requiring involvement of support teachers for adequate inclusion, through greater presence and participation in the ordinary educational activities of students with functional diversity, favouring their social, emotional and academic development and learning. Prácticas inclusivas: el rol del docente de apoyoRESUMEN El propósito de este estudio es describir y analizar las funciones, tareas y actuaciones del profesorado de apoyo en las prácticas inclusivas de aula en un centro ordinario que pasa de un modelo terapéutico e integrador a un modelo inclusivo. Para ello, se plantea una investigación cualitativa de estudio de casos longitudinal, con el seguimiento de dos niños con diversidad funcional durante cuatro años, fundamentada en tres ejes: el concepto de educación inclusiva, la determinación de buenas prácticas para la inclusión y el rol del profesor de apoyo. Los resultados han permitido definir diferentes prácticas inclusivas relaciona...

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“…Matsuura (2008) explains that although 'inclusive education' has traditionally been viewed as the integration of students with special educational needs and disabilities into mainstream schools, this is a narrow interpretation and a broader view is emerging. Although there is a lack of consensus on definitions of inclusive education (Berlach and Chambers 2011;Erten and Savage 2012), inclusive education principles now tend to be applied internationally to a much broader range of vulnerable children and young people (rather than just those with special needs/disabilities) and there is a drive towards schools becoming more accepting of students from diverse backgrounds who may experience a wide range of difficulties (Avissar 2012;Rix 2011). Halinen and Järvinen (2008) discuss this perspective and emphasise that inclusive practices in education increasingly embrace the principle that provision needs to be in place so that every child can learn effectively.…”

Section: Inclusive Educationmentioning

confidence: 99%

The views of students in the 14–19 phase attending three special schools and a secure unit on their learning and achievement

Feiler¹

2013

London Review of Education

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The involvement of special schools and centres in curriculum policy initiatives has been remarkably limited both in the UK and internationally, and research investigating students' perspectives on the curriculum and teaching and learning in such centres is practically non-existent. The views of students on curriculum and pedagogy attending three special schools and a secure unit are explored and four key themes that emerged are discussed. It is proposed that aspects of the provision at the four special centres contribute to inclusive education practices.

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Moving forward in inclusive education research

Cited by 60 publications

References 56 publications

Education without a shared language: dynamics of inclusion and exclusion in Norwegian introductory classes for newly arrived minority language students

Education without a shared language: dynamics of inclusion and exclusion in Norwegian introductory classes for newly arrived minority language students

Inclusive practices: the role of the support teacher

The views of students in the 14–19 phase attending three special schools and a secure unit on their learning and achievement

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