Doing Inclusive Education Research

Abstract

This series addresses the many different forms of exclusion that occur in schooling across a range of international contexts and considers strategies for increasing the inclusion and success of all students. In many school jurisdictions the most reliable predictors of schools have not been pressed to deal with exclusion and failure. Failing and difficult to manage students were blamed for their lack of attainment and were either placed in segregated educational settings or encouraged to leave and enter the unskilled labour market. for the inclusion of their children in their neighborhood school has made visible the failure of schools to include all children. Drawing from a range of researchers and educators from around the world, Studies in Inclusive Education will demonstrate the ways in which schools contribute to the failure of different student identities on the basis of gender, race, language, sexuality, disability, socioeconomic status and geographic isolation. This series differs from existing work in inclusive education by expanding the focus from a narrow consideration of what has been traditionally referred to as special educational needs to understand school failure and exclusion in all its forms. Moreover, the series will consider exclusion and inclusion across all sectors of education: early years, elementary and secondary schooling, and higher education.

Contradictions as Drivers for Improving Inclusion in Teaching Pupils with Special Educational Needs

“…Previous studies define inclusion as a new way of educating pupils with disabilities and a new form of education for all learners (Slee, 2014;Kiuppis, 2014). How inclusion should be implemented is not fully explained, however, and there is no clear definition of the concept (Allan, 2014;Allan & Slee, 2008;Ainscow, Booth, & Dyson, 2006). The definitions that exist derive from policy-and culture-driven interpretations (Engsig & Johnstone, 2014;Smith, 2014;Schwab et al, 2015;Sharma, Loreman, & Macanawai, 2016).…”

How inclusive education becomes a community project: a participatory study in the northwest of Spain

“…Th e fi rst of our references is consistent with the broad international agreement on the need to consider that IE does not depend on, nor will it be achieved by, simply improving or increasing participation and collaboration of professionals and stakeholders within schools, but rather between schools and their communities. Also, the grounding in participative action research attempts to answer the assumed need to consider inclusion as a process that should not be built as a technology (Allan & Slee, 2008), but rather as an on-going process that needs to be undertaken, considering the voice, the thinking and the action of those engaged in it. Th e participatory action research approach assists participants in critically investigating their reality, analysing it and then undertaking constructive changes.…”

“…Th e overall study was designed to follow the previous assumptions, based on requirements of participative and inclusive research (Allan & Slee, 2008), which attempts to develop research initiatives using democratic and collaborative research approaches (Hansen, Ramstad, Richter, Smith & Stratton, 2001;Nind, 2014). Furthermore, the study was particularly focused on researching and improving education from the local and community perspective.…”

Changing policy and legislation in special and inclusive education: a perspective from Northern Ireland

“…The term inclusive education has unfortunately become sloganised and turned into a cliché which is used ubiquitously because it adds a progressive gloss to what people wish to say (Benjamin, ). When attempts are made to get behind the meaning of the word, little real substance, and/or confusion, is found (Allan & Slee, ). We were concerned then that these proposals ran the risk of engendering similar confusion about key concepts.…”