Taylor's Story: Full Inclusion in Her Neighborhood Elementary School

Kozleski, Elizabeth B.; Jackson, Lewis

doi:10.1207/s15327035ex0403_2

Cited by 30 publications

(20 citation statements)

References 21 publications

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“…One theme has focused on the experience of inclusive classrooms for students with and without disabilities as well as their general and special education teachers (e.g., Giangreco, et al, 1993;Kozleski & Jackson, 1993). This theme also encompasses instructional processes such as peer assisted teaching and cooperative learning (e.g., Greenwood & Delquadri, 1995;McMaster, Fuchs, & Fuchs, 2006) and the ways in which special and general educators work together in the same classroom (e. g., Magiera, Smith, Zigmond, & Gebauer, 2006;Pugach & Johnson, 1995).…”

Section: Classroom Based Studies Of Inclusive Educationmentioning

confidence: 99%

“…Two studies published in 1993 explored the effects of placing students with severe disabilities into general education classrooms (Giangreco et al, 1993;Kozleski & Jackson, 1993). Socially and behaviorally, the students in each of these studies were able to participate in general education classrooms although they were described as having severe sensory and intellectual disabilities.…”

Section: Experiences In Inclusive Classroomsmentioning

confidence: 99%

“…Each of these studies provided a snapshot of what classrooms might look like when students with severe disabilities where added to the classroom mix. Data in one study focused on the social benefits of inclusion in general education classrooms for the students with disabilities and their classmates without disabilities as well as evidence of learning for the student with Learning in Inclusive Education Research 45 severe disabilities (Kozleski & Jackson, 1993). In the other study, the experiences of general education teachers were explored.…”

Section: Experiences In Inclusive Classroomsmentioning

confidence: 99%

“…Unlike the earlier studies that focused on counting the number of times students produced particular kinds of behaviors, these studies combined classroom observation, field notes, student and teacher interviews in a year long study (Kozleski & Jackson, 1993), and in a retrospective study (Giangreco et al, 1993). Kozleski and Jackson observed over a full year the evolution of relationships, taking time to interview and survey children and teachers periodically about their experience of the social and learning environments in the classroom.…”

Section: Experiences In Inclusive Classroomsmentioning

confidence: 99%

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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

Self Cite

137

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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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Section: Classroom Based Studies Of Inclusive Educationmentioning

confidence: 99%

Section: Experiences In Inclusive Classroomsmentioning

confidence: 99%

Section: Experiences In Inclusive Classroomsmentioning

confidence: 99%

Section: Experiences In Inclusive Classroomsmentioning

confidence: 99%

See 2 more Smart Citations

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

Self Cite

137

View full text Add to dashboard Cite

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“…Pour parler de réussite de la collaboration entre parents et professionnels en contexte d'inclusion, Kozleski et Jackson (1993) ont identifié trois facteurs : l'implication constante des parents, les attitudes positives et la bonne communication entre les diverses personnes impliquées dans le processus.…”

Section: Les Facteurs De Réussiteunclassified

La collaboration école-famille en contexte d’inclusion : entre obstacles, risques et facteurs de réussite

Larivée

Kalubi

Terrisse

2007

rse

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Cet article porte sur la collaboration école-famille en contexte d’inclusion scolaire. Depuis plusieurs années, des travaux montrent que parents et enseignants auraient intérêt à participer de manière concertée à la réussite des élèves. Ce constat tend à devenir une exigence majeure en ce qui concerne le soutien aux élèves présentant des difficultés, car les rôles joués par les uns et les autres déterminent l’orientation des pratiques sur le terrain, particulièrement en milieu scolaire. En partant des résultats des travaux recensés, le présent article met en lumière des facteurs de réussite, des facilitateurs et des obstacles identifiés qui influencent le type de collaboration ainsi que la qualité des services offerts.This article is about school-family collaboration in a school inclusion context. It has been known for some years that parents and teachers have an interest in participating in a collaborative way in a student’s success at school. This is especially of concern with respect to the support of students having difficulty, because the roles played by each determine the orientation of common practices especially in the school environment. Using the results from the documentation analysis, the present article highlights some of the success factors, facilitators and obstacles identified that influence the type of collaboration, as well as the quality of services offered.El presente artículo trata de la colaboración escuela-familia en contexto de inclusión escolar. Desde hace varios años, los estudios demuestran que padres y docentes tendrían interés en participar de manera concertada al éxito de los alumnos. Esta constatación tiende a convertirse en una exigencia mayor en lo referente al apoyo a los alumnos con dificultades, dado que los papeles desempeñados por unos y otros determinan la orientación de las prácticas sobre el terreno, en particular en el ámbito escolar. Partiendo de los resultados de los trabajos analizados, el presente artículo destaca algunos factores de éxito, facilitadores y obstáculos identificados que influyen en el tipo de colaboración así como en la calidad de los servicios proporcionados

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Evaluation of Inclusion of Students with Disabilities: Integration of Different Methods

Balboni¹,

Falco²,

Venuti³

Cognition and Learning in Diverse Settings

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Taylor's Story: Full Inclusion in Her Neighborhood Elementary School

Cited by 30 publications

References 21 publications

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

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

La collaboration école-famille en contexte d’inclusion : entre obstacles, risques et facteurs de réussite

Evaluation of Inclusion of Students with Disabilities: Integration of Different Methods

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