Understanding and developing inclusive practices in schools: a collaborative action research network

Ainscow, Mel; Booth, Tony; Dyson, Alan

doi:10.1080/1360311032000158015

Cited by 182 publications

(118 citation statements)

References 9 publications

Supporting

Mentioning

101

Contrasting

Unclassified

Order By: Relevance

“…While the issues remain complex, it is important for policy makers to provide the ways and means for teachers and indeed the whole school community to examine underlying assumptions about difference and inclusion as a continual process of reflection as reforms are being implemented (Ainscow et al, 2004;Carrington, 1999;Gunter et al, 2005;Hauge & Babkie, 2006;Kugelmass, 2004Kugelmass, , 2007. It is also necessary to examine underlying concepts about the purposes and goals of schooling, (Dyson, 2005;Norwich & Lewis, 2007;Smith, 2003), and the roles of the academy, practitioners, and policy makers in reconstructing education for all (McLaughlin & Rhim, 2007;Timmons, 2006).…”

Section: Resultsmentioning

confidence: 99%

“…This focus which is designed to train support personnel for competence in pedagogy e.g. using co-teaching strategies or the EAP process, fails to provide practitioners with concomitant opportunities to examine underlying assumptions about disability and inclusion, reflection considered essential for the development of inclusive school communities (Ainscow, Booth, & Dyson, 2004;Carrington, 1999;Carrington & Robinson, 2001;. Although skills development and knowledge of procedures are necessary elements in any reform process, many researchers argue that reforming policies and practices in educational 12 contexts based on the notion of diversity and inclusion requires a fundamental paradigm shift because it is a social movement against structural, cultural and educational exclusion (Carrington, 1999;Slee, 2005).…”

Section: Reform Number 3: Professional Development and Training For Imentioning

confidence: 99%

“…Fundamental attitudinal change involves examining personal belief systems about teaching and learning, but more importantly beliefs about difference and disability and how these beliefs inform teaching and learning (Carrington, 2000). This type of reflective process can only take place through a collaborative process of team building through which all members of the students' support network meet regularly to reflect on underlying assumptions and inclusive practices which ensue from these assumptions (Ainscow et al, 2004;Cremin, Thomas, & Vincett, 2005;Fox, Farrell, & Davis, 2004;Hauge & Babkie, 2006;Hunt et al, 2003;Kugelmass, 2004;van Kraayenoord, 2003).…”

Section: Reform Number 3: Professional Development and Training For Imentioning

confidence: 99%

See 2 more Smart Citations

Inclusive education reform in Queensland: implications for policy and practice

Bourke

2010

International Journal of Inclusive Education

View full text Add to dashboard Cite

Key words: Inclusive education; Education policy; Support personnel; Professional developmentIn Queensland, Australia, the school system is being reformed to be more 'inclusive'.However the enthusiasm for 'inclusive education' in Queensland seems to be waning amongst practitioners, and the 'confusion, frustration, guilt and exhaustion' that has emerged with teachers and support practitioners in the UK, is emerging amongst support practitioners and teachers in Queensland. This article argues that this is happening because inclusive education reforms that intend to provide an equitable education for all students regardless of cultural, physical, social/emotional and behavioural differences, are being introduced, but these policies, procedures and stuructures continue to label, isolate and segregate students within schools in the way in which segregated special education facilities did in the past. As well, new policies and structures are being introduced without practitioners having the time and support to critically examine the underlying assumptions about disability, difference and inclusion that underpin their practices.These reforms need to be reviewed in terms of their effectiveness in achieving their 'inclusive' goals, i.e. in terms of the impacts that these reforms are having on the students themselves, and on the educational practitioners who support the students. IntroductionRecently Slee (2006) explored the history of inclusive education reform using the imagery of 'crossroads.' Reflecting on the paradigmatic crossroads identified over 10 years ago by Clark, Dyson & Milward (1995, p. v), Slee noted that inclusive education reform has taken a particular path that has led to a re-badging of 'special education' as 'inclusive education' in policy and educational discourses, rather than a completely different path that interrogates how educational classification systems govern a "descending order of human value" (Slee, 2006, p. 112). Baker (2002, p. 663) agrees that, rather than addressing underlying issues about difference, disability and exclusion, a "transmogrification" has occurred through which " a new eugenics" has emerged, and this continues to contribute to labeling and segregation of students.Students with disabilities and learning difficulties continue to be identified in terms of medical or psychological deficits, as either not within the 'normal' range or standards of academic achievement or social-emotional control, or slow to achieve such standards. Once identified, such students are in need of intervention programs within schools in order to achieve the prescribed standards. But as Baker (2002) argues, these standards are an arbitrary construct of those who decide what constitutes 'normal.' For students so identified and categorised by some who adopt an inclusion discourse, an equitable education seems to equate to identification and categorisation of deficits, and educational adjustments and resourcing to address these deficits, so that students can meet standards of academic achi...

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Reform Number 3: Professional Development and Training For Imentioning

confidence: 99%

Section: Reform Number 3: Professional Development and Training For Imentioning

confidence: 99%

See 1 more Smart Citation

Inclusive education reform in Queensland: implications for policy and practice

Bourke

2010

International Journal of Inclusive Education

View full text Add to dashboard Cite

show abstract

“…This paradigm shift that views people with disabilities as active subjects in research has become associated with new action research networks (i.e. Ainscow, Booth and Dyson 2004;National Institute for Intellectual Disability, 2010) which have taken place in the broad social science and qualitative research arenas, but not extensively applied to education research specifically.…”

Section: Contextualizing Inclusive Researchmentioning

confidence: 99%

Researching Inclusively with College Students with Intellectual Disabilities

Kubiak¹

2015

The International Journal of Learner Diversity and Identities

View full text Add to dashboard Cite

“…There are examples of action research networks (e.g. Ainscow, Booth and Dyson 2004) and pupil involvement in research about inclusive education (e.g. Carrington et al 2003) but these are not as plentiful as one might imagine.…”

mentioning

confidence: 99%