Collaborative action research: facilitating inclusion in schools

Messiou, Kyriaki

doi:10.1080/09650792.2018.1436081

Cited by 43 publications

(36 citation statements)

References 28 publications

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“…In addition, the process consists of multiple cycles at different levels (for example the three phases of the project, the process within each school, and the process around the challenge in each classroom or child) and interlinking with each other (see Figure 3 for an overview of the project phases). Messiou (2019) argues that what is distinctive in collaborative action research is the coming together of different stakeholders (as in this case occupational therapists and teachers) who take on the role of co-researchers and collaborate to understand a social process.…”

Section: Methodsmentioning

confidence: 99%

The developing role of occupational therapists in school-based practice: Experiences from collaborative action research in Pakistan

Kramer-Roy

Hashim

Tahir

et al. 2020

British Journal of Occupational Therapy

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Introduction Occupational therapists around the world increasingly seek to support the participation of children with disabilities and special educational needs in mainstream education. Contemporary school-based occupational therapy practice is progressing from an individual, impairment focus towards collaborative, universal interventions at the whole class and whole school level. Participation-focused practice and collaboration is particularly important, but uncommon, in low-resource contexts such as Pakistan. Methods This article reports on collaborative action research that developed the role of occupational therapy in inclusive education in Karachi, Pakistan. A research team consisting of occupational therapists and teachers worked with five local primary schools, using the action research cycles of plan–implement–observe–reflect to develop practical strategies, materials and inclusive lesson plans to facilitate the participation of all children in all school-based occupations. Findings Support from school management and interdisciplinary collaboration were crucial for implementing change. In addition, strategies like inclusive lesson planning were found to benefit all children in class. Collaborative action research led to increased professional confidence in the teachers and occupational therapists, and skill development through developing a resource guide, running workshops and presenting at (inter)national conferences. Conclusion Collaborative action research was an effective means to develop the occupational therapy role in inclusive education practices in Pakistan, develop culturally appropriate educational resources, and upskill local therapists and teachers.

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Section: Methodsmentioning

confidence: 99%

The developing role of occupational therapists in school-based practice: Experiences from collaborative action research in Pakistan

Kramer-Roy

Hashim

Tahir

et al. 2020

British Journal of Occupational Therapy

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“…In addition, the experience and strategy to publish scientific papers needed in this research were met by another colleague who had research methods qualifications and had published many international publications in reputable journals. Studies that employ collaborative action research processes in education involve collaboration between teachers, or between teachers and researchers [37], [38]. Together, we designed the requirements for the research, such as a solution-based learning plan; developed digital technology literacy indicators for academic writing; and determine what students must master at the end of the project.…”

Section: Collaborative Aspectmentioning

confidence: 99%

Students' Technological Literacy to Improve Academic Writing and Publication Quality

Supriyadi¹,

Saptani²,

Rukmana³

et al. 2020

ujer

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“…We have seen, though, that time is found when teachers and senior leaders see the benefits of using such approaches. In addition, I have also discussed the issue of some students been given more opportunities compared to others (Messiou, 2018), such as when the students get the role of student researchers. Building on this realisation, the various schools involved in the second study having been involved in more than one round of research lessons, have offered opportunities to more students to take the leading role of researchers.…”

Section: Determining the Lessonsmentioning

confidence: 99%

The missing voices: students as a catalyst for promoting inclusive education

Messiou

2019

International Journal of Inclusive Education

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Despite the progress that has been made over the 25 years since the Salamanca Statement, there is still room for improvements in order that schools can be developed that include all students. Drawing on a programme of research carried out over a period of 20 years in various European countries, this paper argues that children and young people themselves should have a central role in informing thinking, policies and practices in education. Although this is in line with the UN Convention of the Rights of the Child, their views continue to be largely absent from important discussions that directly affect them. Using examples from two interconnected studies, this paper illustrates how students can be a catalyst for inclusive development, provided their views are heard and acted upon. In so doing, it describes the evolution of the author's thinking, as the research moved beyond an initial focus on students' voices as relating to conversations with students, towards a much more radical approach that seeks to promote dialogue about learning and teaching amongst students and teachers. This move is seen to involve a cultural change which, in itself, is a manifestation of a commitment to inclusion as a principled approach to education.

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Collaborative action research: facilitating inclusion in schools

Cited by 43 publications

References 28 publications

The developing role of occupational therapists in school-based practice: Experiences from collaborative action research in Pakistan

The developing role of occupational therapists in school-based practice: Experiences from collaborative action research in Pakistan

Students' Technological Literacy to Improve Academic Writing and Publication Quality

The missing voices: students as a catalyst for promoting inclusive education

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