Developing inclusive practices through collaborative action research

Effective inclusive teacher education for special educational needs and disabilities: Some more thoughts on the way forward

“…The evidence from this study combined with wider evidence (Argyropoulos & Nikolaraizi, 2009;Macbeath, 2012) suggests that effective models of inclusive teacher education will be likely to adopt a collaborative approach to professional learning and development. Despite the neo-liberal discourses of individualised competence and accountability, inclusion cannot be achieved by a 'lone perfectionist.'…”

“…There is widespread evidence that inclusive practices are most likely to emerge from collaborative action, reflection and enquiry (Argyropoulos & Nikolaraizi, 2009;Florian & Rouse, 2009;Sin & Law, 2012;Waitoller & Artiles, 2013). Opportunities for sustained, thoughtful enquiry in an authentic classroom context have been identified as particularly propitious (Hadfield & Chapman, 2008;Jobling & Morris, 2004).…”

“…Opportunities for sustained, thoughtful enquiry in an authentic classroom context have been identified as particularly propitious (Hadfield & Chapman, 2008;Jobling & Morris, 2004). For example, Argyropoulos and Nikolaraizi (2009) reported on how an action research network formed between pre-service teachers, class teachers and university tutors enabled the inclusion of two children with sensory impairments. Also, in their indepth study of four schools, Black-Hawkins, Florian and Rouse (2007) made a powerful case for the importance of collaboration between practitioners for inclusion.…”

“…Synchronous critical enquiry among collaborating school staff, university tutors and pre-service teachers can create the forum for effective PD and improved inclusive practices. Engagement in and with research offers a sound pedagogic framework for effective inclusive teacher education, and the model of research oriented critical enquiry (ROCE) offered by Burns and Mutton (2013) is very promising, particularly when it is operated collaboratively by pre-service and serving teachers within the context of their classrooms as is borne out by a range of other studies (Argyropoulos & Nikolaraizi, 2009;Gudjonsdottir et al, 2007). Teacher education should usefully operate a reflexive model of professional learning given that the transformations to practice required for inclusion cannot arise from compliance with what is routine or assumed.…”

Examining Greek Special Education Teachers’ Individual and Collaborative Teaching Experiences

“…There is little support and time afforded for teacher planning and collaborative work due to the emphasis placed on the implementation of the national curriculum goals (Argyropoulos & Nikolaraizi, 2009; Strogilos, 2012). That support could be in the form of professional development opportunities and time for the general education teacher and the special education teacher to collaboratively plan with self-assessment and peer assessment.…”