Inclusion needs a different school culture

Carrington, Suzanne

doi:10.1080/136031199285039

Cited by 147 publications

(119 citation statements)

References 40 publications

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“…While the issues remain complex, it is important for policy makers to provide the ways and means for teachers and indeed the whole school community to examine underlying assumptions about difference and inclusion as a continual process of reflection as reforms are being implemented (Ainscow et al, 2004;Carrington, 1999;Gunter et al, 2005;Hauge & Babkie, 2006;Kugelmass, 2004Kugelmass, , 2007. It is also necessary to examine underlying concepts about the purposes and goals of schooling, (Dyson, 2005;Norwich & Lewis, 2007;Smith, 2003), and the roles of the academy, practitioners, and policy makers in reconstructing education for all (McLaughlin & Rhim, 2007;Timmons, 2006).…”

Section: Resultsmentioning

confidence: 99%

“…using co-teaching strategies or the EAP process, fails to provide practitioners with concomitant opportunities to examine underlying assumptions about disability and inclusion, reflection considered essential for the development of inclusive school communities (Ainscow, Booth, & Dyson, 2004;Carrington, 1999;Carrington & Robinson, 2001;. Although skills development and knowledge of procedures are necessary elements in any reform process, many researchers argue that reforming policies and practices in educational 12 contexts based on the notion of diversity and inclusion requires a fundamental paradigm shift because it is a social movement against structural, cultural and educational exclusion (Carrington, 1999;Slee, 2005). To achieve such reform requires organisational change, but also fundamental attitudinal change in relation to teachers' attitudes, the inclusive culture of the school, and educational platforms (Allan, 2008;Carrington, 1999;Gallagher, 2007).…”

Section: Reform Number 3: Professional Development and Training For Imentioning

confidence: 99%

“…Although skills development and knowledge of procedures are necessary elements in any reform process, many researchers argue that reforming policies and practices in educational 12 contexts based on the notion of diversity and inclusion requires a fundamental paradigm shift because it is a social movement against structural, cultural and educational exclusion (Carrington, 1999;Slee, 2005). To achieve such reform requires organisational change, but also fundamental attitudinal change in relation to teachers' attitudes, the inclusive culture of the school, and educational platforms (Allan, 2008;Carrington, 1999;Gallagher, 2007). Fundamental attitudinal change involves examining personal belief systems about teaching and learning, but more importantly beliefs about difference and disability and how these beliefs inform teaching and learning (Carrington, 2000).…”

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confidence: 99%

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Inclusive education reform in Queensland: implications for policy and practice

Bourke

2010

International Journal of Inclusive Education

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Key words: Inclusive education; Education policy; Support personnel; Professional developmentIn Queensland, Australia, the school system is being reformed to be more 'inclusive'.However the enthusiasm for 'inclusive education' in Queensland seems to be waning amongst practitioners, and the 'confusion, frustration, guilt and exhaustion' that has emerged with teachers and support practitioners in the UK, is emerging amongst support practitioners and teachers in Queensland. This article argues that this is happening because inclusive education reforms that intend to provide an equitable education for all students regardless of cultural, physical, social/emotional and behavioural differences, are being introduced, but these policies, procedures and stuructures continue to label, isolate and segregate students within schools in the way in which segregated special education facilities did in the past. As well, new policies and structures are being introduced without practitioners having the time and support to critically examine the underlying assumptions about disability, difference and inclusion that underpin their practices.These reforms need to be reviewed in terms of their effectiveness in achieving their 'inclusive' goals, i.e. in terms of the impacts that these reforms are having on the students themselves, and on the educational practitioners who support the students. IntroductionRecently Slee (2006) explored the history of inclusive education reform using the imagery of 'crossroads.' Reflecting on the paradigmatic crossroads identified over 10 years ago by Clark, Dyson & Milward (1995, p. v), Slee noted that inclusive education reform has taken a particular path that has led to a re-badging of 'special education' as 'inclusive education' in policy and educational discourses, rather than a completely different path that interrogates how educational classification systems govern a "descending order of human value" (Slee, 2006, p. 112). Baker (2002, p. 663) agrees that, rather than addressing underlying issues about difference, disability and exclusion, a "transmogrification" has occurred through which " a new eugenics" has emerged, and this continues to contribute to labeling and segregation of students.Students with disabilities and learning difficulties continue to be identified in terms of medical or psychological deficits, as either not within the 'normal' range or standards of academic achievement or social-emotional control, or slow to achieve such standards. Once identified, such students are in need of intervention programs within schools in order to achieve the prescribed standards. But as Baker (2002) argues, these standards are an arbitrary construct of those who decide what constitutes 'normal.' For students so identified and categorised by some who adopt an inclusion discourse, an equitable education seems to equate to identification and categorisation of deficits, and educational adjustments and resourcing to address these deficits, so that students can meet standards of academic achi...

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Section: Resultsmentioning

confidence: 99%

Section: Reform Number 3: Professional Development and Training For Imentioning

confidence: 99%

mentioning

confidence: 99%

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Inclusive education reform in Queensland: implications for policy and practice

Bourke

2010

International Journal of Inclusive Education

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“…(Scottish Office 1999) Inclusive education has become synonymous with providing additional pupil support, smoothing pupil transitions between education, training and employment sectors, being concerned with skills, and employability, continuity and progression (Beattie Committee 1999). Other authors discuss educational inclusion/exclusion to special education provisions and see a need to change school culture in order to provide for a grater diversity of learner types (Carrington 1999, Corbett 1999. Inclusive education emphasizes an inwardly directed participation in the education system.…”

Section: Deferral and Limitationmentioning

confidence: 99%

Children's participation in school grounds developments: creating a place for education that promotes children's social inclusion

Mannion¹

2003

International Journal of Inclusive Education

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“…Teaching children with SEN and learning difficulties should be the task of the teacher and not the role of some expert (Warnock, 1978 as cited by MacBeath et al 2015). Carrington, (1999) posited that the values, beliefs, attitudes, perspectives and esteemed principles of teachers on the promotion of inclusive education are social constructions. A social constructivist perspective on teachers' beliefs and attitudes; acknowledges that teachers possess their own unique guiding principles to practice which directly influence their involvement in and commitment to the implementation of inclusive education.…”

Section: Statement Of the Problemmentioning

confidence: 99%

School culture and teachers’ perspectives on Special Education Needs (SEN) and disabilities within Guyana’s mainstream elementary school system

Lashley¹

2017

SSLEJ

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This study explored school culture and teachers' perspectives on Special Education Needs (SEN) and disabilities in relation to the inclusiveness of education within Guyana's mainstream elementary school system. It was concluded that Guyanese mainstream elementary teachers have basic general knowledge of the theories and principles of being inclusive and promoting inclusive education. However, they lack training in the area of SEN. They are either unaware or uncertain of whether they have learners in their classes who have SEN that are not physical disabilities or known learning disabilities. Secondly, teachers are biased against teaching learners with SEN because they feel unsupported. They associate learners with SEN with challenging behaviours low cognitive ability and underachievement. Finally, the study proved that there is a direct relationship between school culture and teachers' perspectives on SEN and disabilities. This is directly related to the inclusiveness of education within Guyana's mainstream elementary schooling system.

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Inclusion needs a different school culture

Cited by 147 publications

References 40 publications

Inclusive education reform in Queensland: implications for policy and practice

Inclusive education reform in Queensland: implications for policy and practice

Children's participation in school grounds developments: creating a place for education that promotes children's social inclusion

School culture and teachers’ perspectives on Special Education Needs (SEN) and disabilities within Guyana’s mainstream elementary school system

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