Chapter 3: Learning in Inclusive Education Research: Re-mediating Theory and Methods With a Transformative Agenda

Abstract

In theory, inclusive education is about all students and focuses on student presence, participation, acceptance, and achievement. In practice, inclusive education is multiplicity of discourses and practices. Historically, inclusive education is situated within waves of evolution.The first wave saw the establishment of general rights for children with disabilities, but some children-especially those with behavioral problems and severe intellectual disabilitiesremained unrecognized outsiders in schools and school communities. Subsequent waves of inclusive education have had differential impacts in developed and developing countries.A review of primarily U.S. and British inclusive education research at the school and classroom levels identified four shortcomings: inclusive education theory has outpaced its practice; inclusive education research ignores the influences of globalization forces; inclusive education theorization lacks conceptual clarity; and a substantial gap between the views of learning that informs research conducted either at the classroom level or the school level. In addition, views of learning in classroom and school based studies rely on different theoretical stipulations. Lack of cross-fertilization between classroom-and school-based inclusive education research is a missed opportunity for enriching this emerging knowledge base. Recommended is a re-mediation in the relationship between researchers and their work with theories that offer a systematic understanding of the cultural and political nature of learning. Learning in Inclusive Education Research 3Learning in Inclusive Education Research: Re-Mediating Theory and Methods with a Transformative AgendaInclusive education is a highly visible yet contentious notion in contemporary education reform due to conceptual, historical, and pragmatic reasons. From a conceptual perspective, the definition of inclusion is still debated, ranging from physical placement in general education classrooms to the transformation of entire educational systems. However, inclusive education tends to be defined in many professional and popular contexts as merely the placement of a student with disabilities in mainstream programs alongside nondisabled individuals. But even when inclusion is defined in such simplistic terms, the evidence suggests where a student with disabilities is educated has important correlates. For instance, a study of 11,000 students in the U.S. shows that students with disabilities who spend more time in general education classrooms tend to be absent less, perform closer to grade level than their peers in pull-out settings, and have higher achievement test scores (Blackorby et al., 2005). On the other hand, in the same study students with disabilities generally perform more poorly than their same grade peers without disabilities. In particular, unlike students with learning and sensory disabilities, students with mental retardation and autism cluster around the low end of standardized achievement tests.While some differences in outcomes...

Including disabled children at school: is it really as simple as ‘a, c, d’?

“…In a recent review of the research on inclusive education, Artiles et al (2006) argued for a transformative agenda that includes a focus on the role of power in teacher and student lives; an understanding of how inclusive schools make the learning of social divisions in practice ubiquitous; and an analysis of what we are including disabled students into. They conclude that this will add 'another layer in the definition of future inclusive education work, namely an attention to equity and social justice' (Artiles et al 2006, 100).…”

Enhancing professionalism through a professional practice portfolio

“…RTLB need to support teachers to make changes so that the curriculum is accessible to all students and participation and achievement are improved. They also need to support structural change in schools and classrooms so that the diverse needs of students are met in regular classrooms (Artiles, Kozleski, Dorn, & Christensen, 2006;Thomson, et al, 2003). However, two-thirds of the special education teachers appointed as RTLB had either taught students with special needs in segregated settings or had worked as itinerant teachers who withdrew students from regular classrooms for individualised instruction (practices consistent with mainstreaming).…”

Developing inclusive classroom practices: what guidance do commercially published texts offer teachers?

“…As recent research has demonstrated, the development of inclusive practices is a multi-faceted endeavour which must take European Journal of Special Needs Education 513 account of classrooms as communities with complex relationships between all members (Artiles et al 2006;Kershner 2009;Kozleski and Waitoller 2010;Thomas 2012). It seems essential, therefore, to shift the focus of attention away from individuals identified as having special needs and disabilities, and to take careful account of the experiences of everyone in a class, so that teachers are encouraged to develop 'approaches to inclusive practice which are about all children' (Allan 2010, 206).…”