The practice of providing totally inclusive schools to meet the needs of all learners is one of the emerging service delivery options gaining widespread support in public education in Canada and the United States. While many elementary schools have taken the initiative and established successful models of full inclusion, secondary schools, in part because of the historical-structural characteristics of these organizations, embody different and perhaps more complex problems in meeting the demands of inclusive educational practices. In this article, we draw on data from a study of two secondary schools in Nova Scotia, Canada, and their attempts to accommodate students with widely diverse needs in regular classrooms. Drawing primarily on teacher interview data, the paper reports on the ways teachers made sense of and adapted to, structural changes that took place in each school
Health and rehabilitation providers are adopting empowering approaches to increase consumer involvement in the service process. This practice trend has evolved in response to the emergence and adoption of consumer-driven models in health care. However, the processes of enabling opportunities for consumers to participate as partners in rehabilitation are difficult and complex. The purpose of this study was to develop a theoretical understanding of the strategies, actions, and interactions between consumers and providers that supported consumer involvement in vocational rehabilitation processes. Data from a grounded theory study involving indepth interviews with a sample of seven consumers and seven providers were analyzed using the constant comparative approach and Glaser's analysis criteria. A conceptual model of how consumer participation is enacted emerged. Consumer and provider interactions focused onoptimizing environments to support consumer partnering and self-direction through establishing shared expectations, advancing consumer potential in practice, and persistently pursuing goals in the community. Opportunities to enhance consumer participation in the social context, practice settings, and the community are elaborated.
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