The Nature of Inclusion in a Blue Ribbon School: A Revelatory Case

Abstract

This 2-year qualitative research study examined the decisions teachers made about their teaching practices in an inclusive professional development elementary school. Findings of the study revealed that the individual school community mutually negotiated a common definition of inclusion that was fundamentally grounded in students' active participation in classroom settings. Based on this common definition of inclusion, teachers constructed contexts of interaction such as student grouping practices, role responsibilities, types of instructional modifications, and student assessments that revealed unrecognized beliefs about legitimate access to cultural knowledge. One powerful and consistent process that evolved from the interactive nature of inclusive practices was the phenomenon of "benevolent collusion" among students with disabilities and teachers.

Strategies for and Successes with Promoting Social Integration in Primary Schools in Canada and China

“…The social integration of 18 deaf children, from Grades 1 through 5, in inclusive settings in the Netherlands was found to be similar to that of hearing peers with respect to peer acceptance and friendship relations, although these deaf children scored lower in social competence and higher on socially withdrawn behaviours (Wauters & Knoors, 2008). Other studies have also reported the presence of social integration as an indication of success of inclusion in preschools (Jenkins et al, 1989) and partial success in primary schools (Stockall & Gartin, 2002). The conflicting results have left the success of social integration in inclusion unclear.…”

“…These include in the US those suggested by Brown, Odom, and Conroy (2001), Gartin, Murdick, Imbeau, and Perner (2002), Stockall and Gartin (2002), and Sword and Hill (2002). A common strategy is the provision of opportunities for students with disabilities to socialise with their peers (McCay & Keyes, 2001;Murray, 2002).…”

“…A common strategy is the provision of opportunities for students with disabilities to socialise with their peers (McCay & Keyes, 2001;Murray, 2002). Peer tutoring and cooperative group learning activities have also been used (Oortwijn, Boekaerts, & Vedder, 2008;Stockall & Gartin, 2002). Mainly applied to preschool children, still another strategy is the fostering of positive attitudes towards children with special needs (Brown et al, 2001;Favazza & Odom, 1997).…”

Practitioner Inquiry with Early Program Teacher Candidates

“…The students were likely engaged in using contextual and visual cues (anchor charts, for example) to comprehend the content of the lesson (Koomen, 2016;Quinn, Lee, & Valdé s, 2012;Stockall and Gartin, 2002). The use of the practitioner inquiry cast the teacher candidates as deliberate intellectuals who theorized practice as part of practice (Cochran-Smith & Lytle, 2009).…”

“…The way in which teachers group students are important because grouping students impacts accessibility to and success in learning (Koomen, 2016;Stockall & Gartin, 2002). Alissa and Eleanor (multi-age classroom of grades 1-3) had students work in a variety of groups while teaching their math and science lessons.…”