The role of inter-professional collaboration in developing inclusive education: experiences of teachers and occupational therapists in Slovenia

Šuc, Lea; Bukovec, Boris; Karpljuk, Damir

doi:10.1080/13603116.2017.1325073

Cited by 25 publications

(27 citation statements)

References 24 publications

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“…Destacamos, por exemplo, o trabalho de Leeuw et al (2018) relacionado com as estratégias utilizadas pelos professores para facilitar a participação em sala de aula de alunos com problemas comportamentais ou o trabalho de Strnadová et al (2015) acerca da inclusão de alunos com deficiência no ensino superior. Alguns estudos assinalam aspetos relacionados com a identidade e especificidades associadas ao ser professor em contextos que se esperam inclusivos (Suc et al, 2017;Thorius, 2016;Waitoller, 2016). Outros estudos centram-se nas políticas educativas, identificando criticamente questões relacionadas com a implementação de modelos e práticas de educação inclusiva (n=2) (Engelbrecht et al, 2016;Hodkinson, 2013).…”

Section: Resultsunclassified

A utilização da grounded theory em estudos sobre educação inclusiva

Carvalho

2021

Investigação Qualitativa Em Educação: Avanços E Desafios | Investigación Cualitativa en Educación: Avances Y Desafíos

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Resumo: Nas últimas décadas, o debate acerca da educação inclusiva tem vindo a ganhar relevo do ponto de vista da investigação educacional. A grounded theory é uma metodologia particularmente útil neste âmbito na medida em que poderá contribuir para a construção de teoria acerca das experiências de inclusão em múltiplos contextos, potenciando o caráter empoderador de modelos e teorias dirigidas para públicos em maior risco de exclusão. Neste trabalho, de natureza exploratória, pretendemos explorar de que modo a grounded theory tem vindo a ser utilizada na investigação em educação inclusiva, identificando as principais dimensões estudadas e opções metodológicas adotadas. Foi realizada uma pesquisa na base de dados Education Resources Information Center, usando as palavras-chave "Grounded theory AND Inclusive education", tendo sido identificados 12 artigos relevantes para análise. Verificou-se alguma diversidade nas dimensões identificadas, designamente relacionadas com as políticas, com a identidade profissional do professor e com a participação de crianças e jovens em diferentes contextos educativos. Do ponto de vista metodológico, os estudos identificados parecem usar a grounded theory com maior foco nos procedimentos de codificação. Conclui-se haver necessidade e vantagens de um maior aperfeiçoamento no uso da grounded theory no sentido da construção de teoria em educação inclusiva.

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Section: Resultsunclassified

A utilização da grounded theory em estudos sobre educação inclusiva

Carvalho

2021

Investigação Qualitativa Em Educação: Avanços E Desafios | Investigación Cualitativa en Educación: Avances Y Desafíos

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“…Challenging factors which hinder effective work in co-teaching relationships are disdain for other’s professional roles, organizational and systemic issues (Suc et al, 2017) and dissonance between teacher identity as an inclusive educator and the demands of everyday practice (Naraian & Schlessinger, 2018). Although forms of co-teaching may provide a meaningful context for the construction of joint knowledge (Rytivaara & Kershner, 2012; Van Gasse et al, 2016), the need for a better exchange of expertise across professional borders in the context of inclusive education is underlined (Hesjedal et al, 2015).…”

Section: Instructional Responsibilities In Co-teaching Practicementioning

confidence: 99%

Perceptions of regular and special education teachers of their own and their co-teacher’s instructional responsibilities in inclusive education: A case study

Lindacher

2020

Improving Schools

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Co-teaching is fundamental to inclusive education. However, the way co-teaching is implemented, varies considerably, and establishing and allocating instructional responsibilities does not follow a standardized pattern. This study is based on four cases – two located at traditional secondary schools and two at newly created community schools – and includes semi-structured in-depth interviews with four regular teachers and four special education teachers. It aims at providing insight into how co-teaching partners in Germany perceive their own and their partner’s instructional responsibilities. Data are analyzed with a structuring technique of qualitative content analysis. It becomes evident that the partners in each case do not always follow identical instructional intents. Nonetheless, different types of teacher knowledge seem to complement each other effectively in co-teaching relationships. Although, of course provided primarily for pupils with special needs, special education expertise also seems to support pupils without such needs. The results indicate a need to secure and integrate co-teaching relationships structurally into a school’s development process. The article concludes with some options for development in practice.

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“…There are a number of collaborative elements that have been identified as being vital to professional collaboration, including: knowing each parties' professional characteristics and strengths, having a sound communication style (interpersonal skills), sharing accountability for decisions made, and developing a positive working relationship (Suc, Bukovec, & Karpljuk, 2017). All those involved in collaboration should expect to develop new practices as needed in order to solve problems as they arise.…”

Section: Teacher Preparation For Professional Collaborationmentioning

confidence: 99%

Current Issues and Future Directions in Australian Special and Inclusive Education

Dally¹,

Ralston²,

Strnadová

et al. 2019

AJTE

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In this article we review the medical, human rights, social and social interactionist models of disability, and consider how these differing perspectives have influenced the provision of educational services to students with disability in Australia. We contend that the shift in educational policy and provision, from supporting to including students with disability, has engendered a need for targeted professional development for both general and special education teachers. A model illustrating the unique skills of special educators and the common skills, knowledge and attitudes required by all teachers to implement effective inclusive education is presented and priorities for future research discussed.

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The role of inter-professional collaboration in developing inclusive education: experiences of teachers and occupational therapists in Slovenia

Cited by 25 publications

References 24 publications

A utilização da grounded theory em estudos sobre educação inclusiva

A utilização da grounded theory em estudos sobre educação inclusiva

Perceptions of regular and special education teachers of their own and their co-teacher’s instructional responsibilities in inclusive education: A case study

Current Issues and Future Directions in Australian Special and Inclusive Education

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