What are Emerging Trends and Future Directions in Effective Inclusive Elementary Schools for Students with Extensive Support Needs?

Mitchiner, Melinda; McCart, Amy; Kozleski, Elizabeth B.; Sweeney, Holly Morsbach; Sailor, Wayne

doi:10.4324/9780203102930.ch34

Cited by 3 publications

(3 citation statements)

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“…This term, which began to appear in special education research literature in the 1980s, became identified with a quasi-resistance movement that emerged in response to increasing segregation of students identified for special education (Skrtic, 1991;Skrtic, Sailor, & Gee, 1996). Various models for implementing inclusion emerged during this period, and several continue to be advanced today (Mitchiner, McCart, Kozleski, Sweeney, & Sailor, 2014). What virtually all such models have in common is a focus on the place where education is imparted.…”

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confidence: 99%

Reshaping Educational Systems to Realize the Promise of Inclusive Education

Choi¹,

McCart²,

Sailor

2020

FIRE

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Inclusive educational practices are rooted in a body of research indicating that when students in need of support through special education are meaningfully included in schools, academic and social outcomes improve for all students. To realize this promise of better outcomes, traditional schools with separate classrooms and even schools designated to exclusively serve various learner subgroups (e.g., students identified for special education) will require reorganized systems, structures, and resources.

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confidence: 99%

Reshaping Educational Systems to Realize the Promise of Inclusive Education

Choi¹,

McCart²,

Sailor

2020

FIRE

Self Cite

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“…Nous laisserons le lecteur prendre position sur la nécessité ou la non-nécessité des diverses modalités d'offre de services professionnels à l'extérieur de la classe ordinaire comme relevant d'une conception effective de l'inclusion scolaire. À l'heure actuelle, tant la RAI que l'organisation de SMP sont présentées comme des voies à privilégier dans l'organisation des écoles inclusives (Mitchiner, McCart, Kozleski, Sweeney et Sailor, 2014). Dans les sections suivantes, nous illustrons comment l'application de la RAI et de l'offre des SMP se pose en paradoxe avec l'éducation inclusive visant à contrer l'exclusion, tant par le processus d'éligibilité à recevoir des services professionnels qu'elles sous-tendent que par leur contribution à l'uniformisation des pratiques d'enseignement dites universelles fondées sur la preuve.…”

Section: L'offre De Services Et L'intervention En Contexte D'inclusion Scolaire : Mise En Contexteunclassified

La Réponse À L’intervention Et L’offre De Services Multipaliers Pour Soutenir L’inclusion Scolaire : Un Paradoxe À Visée D’exclusion Des Élèves en Situation De Handicap

Trépanier

2019

mje

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Based on a scoping review, this paper provides a critical analysis on how the current application of Response to Intervention (RTI) programs and Multi-Tier Systems of Support (MTSS) interfere with inclusive education. Five paradoxical dimensions are thus presented. These include student eligibility for professional services, identification of students with special needs, roles of teachers and of special education, evidence-based interventions and standardized programs, and a limited use of the problem-solving approach. In short, we explain how RTI and MTSS can actually impede the inclusion of students with disabilities.

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“…This definition has raised some critical questions, such as ‘What happens after placement?’, ‘Are there other students who experience marginalization or exclusion due to their perceived differences?’ and ‘How can educational stakeholders ensure educational equity for all students?’ (Artiles & Kozleski, ). Although students with disabilities are physically included in general education classrooms, they often cannot engage in meaningful learning activities, which limits their participation and leads to their marginalisation and exclusion within classroom contexts (Ferri & Connor, ; Mitchiner et al, ). Additionally, students’ differences (for example, ability and/or linguistic) are subject to misinterpretation by educational stakeholders.…”

Section: Introductionmentioning

confidence: 99%

Expanding opportunities to learn to support inclusive education through drama‐enhanced literacy practices

Kilinc¹,

Farrand²,

Chapman³

et al. 2017

British J Special Edu

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This study examines how the Early Years Educators at Play (EYEPlay) professional development (PD) programme supported inclusive learning settings for all children, including English language learners and students with disabilities. The EYEPlay PD model is a year-long programme that integrates drama strategies into literacy practices within real-classroom contexts. Inclusive education refers to ensuring equal opportunities to access and participation in learning activities for all students. Culturalhistorical activity theory was used to understand and unpack the drama practices. Twelve semi-structured focus group interviews were conducted with 19 preschool teachers. The data were analysed via constantcomparative and interpretive methods. The study findings showed that EYEPlay PD practices enhanced inclusive learning settings for diverse groups of students by increasing access and expanding opportunities to learn, and supporting a positive learning environment.

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What are Emerging Trends and Future Directions in Effective Inclusive Elementary Schools for Students with Extensive Support Needs?

Cited by 3 publications

References 0 publications

Reshaping Educational Systems to Realize the Promise of Inclusive Education

Reshaping Educational Systems to Realize the Promise of Inclusive Education

La Réponse À L’intervention Et L’offre De Services Multipaliers Pour Soutenir L’inclusion Scolaire : Un Paradoxe À Visée D’exclusion Des Élèves en Situation De Handicap

Expanding opportunities to learn to support inclusive education through drama‐enhanced literacy practices

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