Development of a Theoretical Model for Achieving Inclusion in Schools

Abstract

School systems are in the midst of dealing with changing demographics. It is assumed schools play an important role in addressing the varying educational, cultural, and social needs of an increasingly diverse group of members (Holme, Diem, & Welton, 2013). In response authors reviewed multiple inclusive models and frameworks relevant to schools with changing demographics. The scale was based on three meta-constructs: leadership capacity, organizational justice, and performance outcomes. The School Inclusion Survey used in this study employed robust scales to ascertain inclusiveness. An exploratory factor analysis (EFA) and Cronbach's α for subscale reliability, in addition to confirmatory factor analysis, were employed to evaluate the construct validity of the inclusion model. While the school inclusion model is exploratory, it is believed schools can use this tool to gauge organizational inclusiveness and develop strategies to address gaps or weaknesses to address the needs of their changing demographics.

Collective Self-Esteem and School Segregation in Chilean Secondary Students

“…As indicated in the introduction and the methodology, this study was considered an initial step in the analysis of the contextual variable collective self-esteem, incorporated along with other variables within a broader study, and whose main objective was to validate the scale in the Chilean school population and to report the main results measured in a diverse sample at the national level, hoping to be able to describe its effects based on the differentiation established from the administrative dependency, a critical issue in Chile and which represents a strength and contribution of the study considering that a representative sample of the target population was covered. Although the literature indicates that there are a number of other related variables based on broad constructs, or meta-constructs ( Torres et al, 2018 ; Huguley et al, 2019 ), related for example to the allocentric perspective ( Glaveanu, 2019 ) and welfare ( Valcke et al, 2020 ) that account for the normative interaction between the subjective and the collective dimension with a social ontological character ( Welch and Yates, 2018 ), they were not incorporated in this specific study, nor in the broader study of which it is a part, given that this was not the general objective established for the design of the project in general, as it considered the measurement of socio-emotional variables with a psychological and pedagogical development perspective, that influence student trajectories. The introduction of this type of variables would have widened the spectrum and objectives of study, exceeding therefore the initial vision closer to the educational field.…”

Latinx High School Students' Perceptions About Their High School Experiences

“…For this study researchers used the school inclusion model as a guide in describing Latinx students’ perceptions about their experiences attending a predominantly Latinx high school. We used the school inclusion research because it focuses on the connection between school policies and practices to enhance equity, fairness, and inclusive opportunities for students (Torres et al, 2018). As schools’ student demographics become more diverse, it may create variable expressions of social distance and disconnection among groups (Evans, 2007b; Lott & Maluso, 1995; Thomas, 2005; Thomas & Plaut, 2008).…”

“…Inclusionary schools that are perceived as fair and equitable imply the rights of students, parents, and teachers are protected (Torres et al, 2018). A climate of inclusion is one in which policies, procedures and actions of the leaders are consistent with fair treatment of all school groups (Shore et al, 2011).…”

“…Another aspect of inclusive schools is the connection between school outcomes and organizational climate (Torres et al, 2018). Research in demographically diverse organizations reveals that a supportive environment will reduce conflict, resistance and improve cohesiveness (Thomas, 2008; Herring, 2009; Sabharwal, 2014).…”

Özel Yetenekli̇ Li̇se Öğrenci̇leri̇ni̇n Ai̇le Ve Okula Yöneli̇k Demokrati̇k Ortam Algilarinin Beli̇rlenmesi̇

“…Özel yetenekli çocuklar güçlü bir adalet duygusuna sahiptir (Dağlıoğlu, 2015, s. 89;Dönmez, 2011, s.363;Jost, 2006;Akt. Levent, 2012, s.30;MEB, 2018, s.14;Rogers, 1986;Roeper ve Silverman, 2009;Torres, Madsen, Luo, Ji, Y. ve Luevanos, E, 2018;Yoo ve Moon, 2006). Bu nedenle bu çocukların demokratik değerlerle yetiştirilmesinde de aile en önemli etkenlerdendir (Kızıltepe, Uyanık, Özsüer ve Yaşar, 2013, s. 229).…”