Sustaining cultures of inclusion: The value and limitation of cultural analyses

Kugelmass, Judy W.

doi:10.1007/bf03173416

Cited by 28 publications

(24 citation statements)

References 14 publications

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“…Recognition of diversity and special needs is a contemporary societal 'bon ton'. Inclusive education is understood as a core philosophy and practice in school culture that promotes access and full participation of all students (Kugelmass 2006;Grenier 2010). It is worthwhile noting that up until 2012 when the Inclusion Objective was published, many of the policy statements which pertain to mainstreaming and inclusion were composed by officials from DSE.…”

Section: Discussionmentioning

confidence: 99%

Equality? Inclusion? Do They Go Hand-in-hand? Policy Makers' Perceptions of Inclusion of Pupils with Special Needs – An Exploratory Study

Avissar¹,

Licht²,

Vogel³

2016

ujer

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Using Critical Discourse Analysis, this study aims to elicit and expose the perceptions and attitudes of different policy makers in leadership positions at the Ministry of Education in Israel with regard to inclusion. The first stage of the research consisted of individual in-depth semi-structured interviews (N=8). In the second stage the participants (N=21) responded to a written questionnaire (Perceptions about Inclusive Education-PIE) and then took part in group discussions. The texts of the interviews and the group discussions were analyzed using qualitative measures. The findings point to a sensitive situation, one that is difficult to deal with and creates much disagreement. Although inclusion is the official and unanimously agreed upon policy, the discourse reflects some differences between and within groups of policy makers with regard to several issues: identification of the target population; factors and key figures affecting implementation and teacher training.

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Section: Discussionmentioning

confidence: 99%

Equality? Inclusion? Do They Go Hand-in-hand? Policy Makers' Perceptions of Inclusion of Pupils with Special Needs – An Exploratory Study

Avissar¹,

Licht²,

Vogel³

2016

ujer

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“…Several writers have argued for the development of pedagogical/educational practices which do not consider the education of students with disabilities in mainstream education through an individualistic/medical deficit approach, but as a process that involves changes in the context of the school through the implementation of the social model of disability (Ferguson 2008;Kugelmass 2006;Slee 2013). This move has been described as a shift from special education to a process that values diversity within a common school for all or, drawing on Vislie's (2003) argument, as a process from integration to inclusion.…”

Section: Integration Versus Inclusion and The Social Model Of Disabilmentioning

confidence: 99%

Understanding the development of differentiated instruction for students with and without disabilities in co-taught classrooms

Strogilos

Tragoulia

Avramidis

et al. 2017

Disability & Society

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“…Several different organizational models of school cultures have been developed (e.g. Brady 2008;James and Conolly 2009;Kugelmass 2006), for the purpose of this research we have turned to 'The new model of school culture' developed by Schoen and Teddlie (2008) based on Schein´s model of organizational culture (1985,2010). The reason for this is that the model is a result of a literature review encompassing school effectiveness research and school improvement research, which has bearing on our understanding of inclusion.…”

Section: Values and Beliefs Related To Effective/progressive Pedagogimentioning

confidence: 99%

Local school ideologies and inclusion: the case of Swedish independent schools

Göransson

Malmqvist

Nilholm

2012

European Journal of Special Needs Education

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This paper reports on the development of a framework for the classification of local school ideologies in relation to inclusion that provides a tool for classifying the general educational direction as well as work with pupils in need of special support of individual schools. The framework defines different aspects of local school ideology in terms of values related to the societal level, school level, and individual level of the education system. The paper also reports on a study exploring variations among Swedish independent schools, concerning local school ideology using the framework as a theoretical tool. In this qualitative analysis, eight schools were selected from results of a questionnaire to all Swedish independent schools (return rate 79.5%) for further analysis based on interviews with different categories of school personnel, parents, and pupils. Five different patterns of local school ideologies were found more or less in line with values of inclusion, e.g. the holistic -inclusive and the market oriented -exclusive. Results are discussed in relation to the multiple and sometimes competing objectives that every school has to deal with and make priorities between. Implications for pupils in need of special support in a school system rapidly undergoing marketization are finally discussed.

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Sustaining cultures of inclusion: The value and limitation of cultural analyses

Cited by 28 publications

References 14 publications

Equality? Inclusion? Do They Go Hand-in-hand? Policy Makers' Perceptions of Inclusion of Pupils with Special Needs – An Exploratory Study

Equality? Inclusion? Do They Go Hand-in-hand? Policy Makers' Perceptions of Inclusion of Pupils with Special Needs – An Exploratory Study

Understanding the development of differentiated instruction for students with and without disabilities in co-taught classrooms

Local school ideologies and inclusion: the case of Swedish independent schools

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