The relationship between school culture and inclusion: How an inclusive culture supports inclusive education

Zollers, Nancy J.; Ramanathan, Arun K.; Yu, Moonset

doi:10.1080/095183999236231

Cited by 81 publications

(49 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A qualitative approach was used, and data were collected through semistructured interviews; this allowed the researcher to gain in-depth understanding of social realities and derive a comprehensive portrait of a range human endeavors, interactions, situations, and perceptions (Zollers, Ramanathan, & Yu, 1999). A phenomenological design was undertaken, as it is based on the theoretical point of view that advocates the study of direct experiences taken at face value.…”

Section: Methodsmentioning

confidence: 99%

Teaching Learners With Diverse Needs in the Foundation Phase in Gauteng Province, South Africa

Mahlo

2017

Sage Open

View full text Add to dashboard Cite

This qualitative study draws from Bronfenbrenner's ecological theory, which emphasizes interaction between the systems of education. The study argues that if teachers are able to cater for diversity in their classes, the vision of inclusive education will be realized. Inclusive education requires all learners with the diverse needs to be able to access education and succeed in their schooling careers. Ten teachers who are teaching in the Foundation Phase were purposively selected to form part of the study; data were collected through interviews, observations, and document analysis. Teachers indicated that large classes, lack of parental support, training for teachers, and social problems of the learners were making the teaching of learners with diverse needs challenging. This article focussed on the factors that are considered by teachers in the study as barriers to catering of learners with diverse needs, concluding that if teachers are provided with support, more learners will be able to sail through the system of education.

show abstract

Section: Methodsmentioning

confidence: 99%

Teaching Learners With Diverse Needs in the Foundation Phase in Gauteng Province, South Africa

Mahlo

2017

Sage Open

View full text Add to dashboard Cite

show abstract

“…Written accounts of segregated education provision, and the consequences of it were distributed in the 'Data for Inclusion' series of readings (Rae, 1996). Supporters of inclusive education argue that the mainstream education setting should include all learners regardless of any form of 'disability' (Zollers et al, 1999;Corker, 2000;Cropper, 2000;Kenworthy & Whittaker, 2000;Cook et al, 2001). A member of staff in one session reaf rms this position and engages with the politics of education:…”

Section: Downloaded By [Northeastern University] At 16:07 18 Novembermentioning

confidence: 97%

“…Attention is paid to immersion into 'teacher culture' and how certain forms of difference are construed to be grounds for exclusion from schools (Corbett, 1999;Zollers et al, 1999;Alton-Lee et al, 2000;Billington, 2000;Kenworthy & Whittaker, 2000).…”

Section: Introductionmentioning

confidence: 99%

Ethnography of Teacher Training: Mantras for those constructed as 'other'

Evans¹

2002

Disability & Society

View full text Add to dashboard Cite

This article draws on a 1 year ethnographic study of the process of teacher training from an inclusive position and that of general postgraduate training. Student teachers elected either to teach a given subject or to train in 'inclusive education' which aims to accommodate all learners, regardless of the notion of 'disability' or other forms of difference. The inclusive position challenges the notion of 'difference' and invites examination into how educational policy has the potential to enforce oppressive norms. The research reported here illustrates how socially constructed norms in relation to behavior and achievement are reproduced in the classroom. Ethnographic data demonstrates how educational philosophy is delivered to student teachers that supports either exclusive or inclusive strategies of teaching. The political environment that student teachers are immersed in is examined, together with documentation of the process of training and its inherent politics. Re ective points include how the political environment which teaching is delivered simultaneously creates and enforces dominant discourses of difference. Critical re ection on this research suggests that those involved in inclusive approaches to education need to be vigilant against the inclusive argument becoming a mantra.

show abstract

“…Increasing evidence, however, in both the inclusive education work and the field of educational leadership sheds light on the significance of the role of the principal in shaping school-wide cultures and practices, which also impact greatly on inclusive practice. The conclusions of over a decade of research in educational leadership suggests that principals have an indirect but significant influence on their schools (Avramidis, Bayliss, & Burden, 2002;Hallinger, 2011;Huber, 2011;MacBeath & Townsend, 2011a;Townsend, 2011;Zollers, Ramanathan, & Yu, 1999).…”

mentioning

confidence: 99%

Attitudes of Principals Towards Students With Disruptive Behaviour: An Australian Perspective

Wood

Evans

Spandagou

2014

Australas. j. spec. educ.

View full text Add to dashboard Cite

This paper reports on the attitudes of 340 government primary principals from New South Wales, Australia, towards the inclusion of students with disruptive behaviours in schools. Principals' attitudes were examined using the Principals and Behaviour Survey (PABS), a new composite measure built upon a foundation of existing validated surveys on attitudes towards the inclusion of students with disabilities. Principal component analysis identified 3 components that were used as variables for correlations with a range of demographic characteristics, such as age, qualifications, experience, school size and location. School size and the number of students with a diagnosed mental health condition in the school had a small relationship with principals' attitudes. From the analysis of data from the emotional response scale, it was found that principals' emotions about inclusion were less positive towards students with disruptive behaviour than towards students with sensory, physical or intellectual disabilities. Overall, principals appeared to hold dichotomous positions in regard to the benefits of inclusion, viewing it as beneficial for students with disruptive behaviour but not for their peers. However, principals who held more positive views were consistently more positive across all measures.

show abstract

The relationship between school culture and inclusion: How an inclusive culture supports inclusive education

Cited by 81 publications

References 21 publications

Teaching Learners With Diverse Needs in the Foundation Phase in Gauteng Province, South Africa

Teaching Learners With Diverse Needs in the Foundation Phase in Gauteng Province, South Africa

Ethnography of Teacher Training: Mantras for those constructed as 'other'

Attitudes of Principals Towards Students With Disruptive Behaviour: An Australian Perspective

Contact Info

Product

Resources

About