Making sense of the development of inclusive practices

Ainscow, Mel; Howes, Andy; Farrell, Peter; Frankham, Jo

doi:10.1080/0885625032000079005

Cited by 98 publications

(51 citation statements)

References 20 publications

(18 reference statements)

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“…Ainscow, 1995;Ainscow, Barrs & Martin, 1998;Booth & Ainscow, 2002); teacher development (e.g. Ainscow, 1994Ainscow, , 2002; leadership practices (Kugelmass & Ainscow, 2003); and systemic change (e.g. Ainscow & Haile-Giorgis, 1999;Ainscow, Farrell & Tweddle, 2000), particularly in respect to the role of school districts (e.g.…”

Section: Mapping the Issuesmentioning

confidence: 99%

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Developing inclusive education systems: what are the levers for change?

2005

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This paper argues that inclusion is the major challenge facing educational systems around the world. Reflecting on evidence from a programme of research carried out over the last 10 years, it provides a framework for determining levers that can help to ease systems in a more inclusive direction. The focus is on factors within schools that influence the development of thinking and practice, as well as wider contextual factors that may constrain such developments. It is argued that many of the barriers experienced by learners arise from existing ways of thinking. Consequently, strategies for developing inclusive practices have to involve interruptions to thinking in order to encourage an exploration of overlooked possibilities for moving practice forward.

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Section: Mapping the Issuesmentioning

confidence: 99%

“…These have focused on: the development of classroom practice (e.g. Ainscow, 1999Ainscow, , 2000bAinscow & Brown, 2000;Ainscow, Howes, Farrell & Frankham, 2003); school development (e.g. Ainscow, 1995;Ainscow, Barrs & Martin, 1998;Booth & Ainscow, 2002); teacher development (e.g.…”

Section: Mapping the Issuesmentioning

confidence: 99%

Developing inclusive education systems: what are the levers for change?

2005

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“…Thomas and Loxley, 2001;Booth and Ainscow, 2002;Ainscow et al, 2004). As authors such as Ainscow, Howes, Farrell and Frankham (2003) have argued, values and attitudes consistent with inclusive principles alone provide no guarantee of inclusive and responsive practices, since the intensive encounters that occur during a typical lesson can often leave little room for the experimentation and innovation required in the process of attempting to reach all pupils (meaning that much of what teachers do is often carried out at an Understanding diversity in the primary classroom 311 automatic, intuitive level). What has become evident in the research in this area is that teachers also need the opportunity to converse and collaborate with colleagues-in what Ainscow et al (2004) have called 'interruptions' of established understandings and practices.…”

Section: The Need For Caring and Inclusive Attitudes And School Ethosmentioning

confidence: 99%

Understanding and responding to diversity in the primary classroom: an international study

Humphrey

Bartolo

Ale

et al. 2006

European Journal of Teacher Education

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The increased diversification of classrooms in recent years has placed additional demands upon teachers who strive to facilitate the learning and participation of all pupils. The aim of the current study was to explore how primary teachers across Europe understand and respond to diversity in their classrooms. A total of 35 teachers from 7 countries (Czech Republic, England, Germany, Holland, Lithuania, Malta, Sweden) participated in semi-structured interviews. Analysis of the data yielded several key themes: (i) the need for caring and inclusive attitudes and school ethos, (ii) facilitating inclusive values and solidarity in pupils, (iii) building collaborative networks, (iv) organising 'responsive' teaching, and (v) facing challenges in responding to diversity. The implications of these findings for the development of inclusive practices are discussed.

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“…Examples of tools or contexts used to mediate professionals' action research efforts included advisory teachers that led teacher study groups, visits to other schools, and examination of evidence such as student and parent interviews, case studies, teacher interviews, observations of other teachers' classroom practices, video-recordings of teaching episodes, test results, attendance registers, exclusion records, and observations in other schools in the LEA. The critical point about these exercises is that the analyses or discussions of evidence create conditions to question assumptions taken for granted and making the familiar unfamiliar to explore alternatives for the renewal of practice (Ainscow et al, 2003).…”

Section: Learning In Inclusive Education Research 30mentioning

confidence: 99%

Chapter 3: Learning in Inclusive Education Research: Re-mediating Theory and Methods With a Transformative Agenda

Artiles

Kozleski

Dorn

et al. 2006

Review of Research in Education

134

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In theory, inclusive education is about all students and focuses on student presence, participation, acceptance, and achievement. In practice, inclusive education is multiplicity of discourses and practices. Historically, inclusive education is situated within waves of evolution.The first wave saw the establishment of general rights for children with disabilities, but some children-especially those with behavioral problems and severe intellectual disabilitiesremained unrecognized outsiders in schools and school communities. Subsequent waves of inclusive education have had differential impacts in developed and developing countries.A review of primarily U.S. and British inclusive education research at the school and classroom levels identified four shortcomings: inclusive education theory has outpaced its practice; inclusive education research ignores the influences of globalization forces; inclusive education theorization lacks conceptual clarity; and a substantial gap between the views of learning that informs research conducted either at the classroom level or the school level. In addition, views of learning in classroom and school based studies rely on different theoretical stipulations. Lack of cross-fertilization between classroom-and school-based inclusive education research is a missed opportunity for enriching this emerging knowledge base. Recommended is a re-mediation in the relationship between researchers and their work with theories that offer a systematic understanding of the cultural and political nature of learning. Learning in Inclusive Education Research 3Learning in Inclusive Education Research: Re-Mediating Theory and Methods with a Transformative AgendaInclusive education is a highly visible yet contentious notion in contemporary education reform due to conceptual, historical, and pragmatic reasons. From a conceptual perspective, the definition of inclusion is still debated, ranging from physical placement in general education classrooms to the transformation of entire educational systems. However, inclusive education tends to be defined in many professional and popular contexts as merely the placement of a student with disabilities in mainstream programs alongside nondisabled individuals. But even when inclusion is defined in such simplistic terms, the evidence suggests where a student with disabilities is educated has important correlates. For instance, a study of 11,000 students in the U.S. shows that students with disabilities who spend more time in general education classrooms tend to be absent less, perform closer to grade level than their peers in pull-out settings, and have higher achievement test scores (Blackorby et al., 2005). On the other hand, in the same study students with disabilities generally perform more poorly than their same grade peers without disabilities. In particular, unlike students with learning and sensory disabilities, students with mental retardation and autism cluster around the low end of standardized achievement tests.While some differences in outcomes...

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Making sense of the development of inclusive practices

Cited by 98 publications

References 20 publications

Developing inclusive education systems: what are the levers for change?

Developing inclusive education systems: what are the levers for change?

Understanding and responding to diversity in the primary classroom: an international study

Chapter 3: Learning in Inclusive Education Research: Re-mediating Theory and Methods With a Transformative Agenda

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