School inclusion and the ‘community of practice’

Abstract

Inclusion' is not a mechanism for relocating educationally disadvantaged youngsters in mainstream rather than in special schools. Rather, inclusion implies a whole school approach to social relations and production of meaning reached through processes of negotiation between parents, teachers and children. Such an approach places equal value upon the knowledge and contributions of all who contribute to the collective production of meaning. By allowing experiences to be shared by more or less experienced members, the 'community of practice', with its social rather than its didactic approach to problem-solving, functions as a mechanism for change by offering increased participation and the changing of existing beliefs and assumptions.

Estudo sobre uma proposta de indicadores de qualidade partindo da perspectiva do professorado ativo, para orientar a formação na perspectiva da inclusão educativa

“…In this sense, Medina Revilla et al (2017) provided new views about teaching-learning processes, assuming different approaches, among which it is worth highlighting innovative practices and teaching training perspectives, framed within communication between cultures, where inclusive education is. Laluvein (2010) referred to practice community as a didactic social model from which to approach problem solving. Ainscow (2012) provided some lessons, by analysing the international research focused on making schools more inclusive.…”

Teacher Perceptions of Factors for Successful Inclusive Early Childhood Education in Hong Kong

“…Much of the literature on inclusion describes that for inclusive education to succeed, support needs to extend beyond the classroom and embody whole-school support (Booth, 2005;Laluvein, 2010;Robinson & Carrington, 2002). This whole-school support has been operationalised as adjustments to the school environment including textbooks and teaching aids (Lindqvist et al, 2011), assistive technology and administrative support (Alquraini & Gut, 2012), and changes to the physical environment (Zhang, 2011).…”

Evaluación de la pertinencia del título universitario “Todos Somos Campus” dirigido a personas con discapacidad intelectual

“…El concepto de educación inclusiva puede ser definido de varias formas (Ainscow, Farrell y Tweddle, 2000;Dyson, 2001;Echeita, 2008, Escudero y Martínez, 2011 aunque, de un modo u otro, todas ellas convergen en vislumbrar la diversidad como un reto educativamente enriquecedor (García Hernández, 2004), que repercute directamente en la comunidad y favorece el cambio social (Laluvein, 2010;Booth y Ainscow, 2000;Echeita, 2008).…”