Useful Practices in Inclusive Education: A Preliminary View of What Experts in Moderate to Severe Disabilities are Saying

Abstract

We examined the opinions of experts in the field of moderate to severe disabilities on useful practices for inclusive education across nine categories of practices: Promoting inclusive values in the school; collaboration between general and special educators; collaboration between educators and related service providers; family involvement; choosing and planning what to teach; scheduling, coordinating, and delivering inclusive services within the school; assessing and reporting student progress on an ongoing basis; instructional strategies; and supporting students with challenging behavior. An examination of emergent themes within each category yielded a rich description of the depth and breadth of practices that are perceived by these experts as useful in promoting and sustaining successful school inclusion. Importantly, many of the identified practices require some level of educational service restructuring, including redefining the roles and functions of special education teachers, related services personnel, and classroom teachers. We also found that our sample of experts relied on sources of information other than empirical research in the development of their stores of wisdom on useful practices. Although preliminary in nature, our study contributes to the growing body of literature on inclusive education. It describes a range of practices perceived by a sample of experts to be associated with successful school inclusion. It also identifies a number of important themes that can inform future research in this area.

International trends in inclusive education: the continuing challenge to teach each one and everyone

“…As a field, we learned that children and youth with disabilities, including those with the most significant disabilities, could participate and learn in general education classrooms (e.g., Berk and Winsler 1995;Pugach and Johnson 1995;Jackson, Ryndak and Billingsley 2000). We learned that general and special educators could blend their professional knowledge and skills, work together to adjust their roles and reorganise their practice to provide groups of quite diverse students with the ongoing supports for learning they needed (e.g., Armstrong 1993;Bauwens and Hourcade 1995;Booth and Ainscow 1998;Ferguson et al 1992;Pugach and Johnson 1995).…”

Facilitating Systems of Support

“…In addition, the characteristic of belongingness that includes equal membership, acceptance, and being valued, was added to the inclusion definition created by experts in the field (Jackson, Ryndak, & Billingsley, 2000). Jackson et al (2000) emphasize that this characteristic is promoted by providing positive examples, clarifying values amongst the participants, implementing inclusionary practices, and fostering community in every educational setting. As educators, we need to understand the relationship between our values and actions as practical movement toward inclusive practices (Booth, 2011).…”

“…When our values spur actions this may be implemented in schools through links being made in the curricula, the relationships that are formed between peers and between children and adults, and within the activities in the school and community. For example, inclusive actions happen when we promote belongingness in schools by supporting students in collaborative activities, supporting staff with peer reviews and reflection, and when administrators are visible in buildings listening and supporting staff and students (Jackson et al, 2000;Perner, 2008). …”

With parents at the table: creating supports for children with disabilities in general education classrooms

“…Inclusive educational practices consist of a dynamic and unique interplay of several elements and processes (Idol 1997;Jackson, Ryndak, and Billingsley 2000;Ferguson, Kozleski, and Smith 2003;Hunt and McDonnell 2007). One of those processes involves the conceptualisation and implementation of effective educational and social supports (Giangreco et al 2001;Forlin et al 2001;Giangreco and Doyle 2007).…”