Inclusion Needs a Different School Culture

Teachers' beliefs and values are affecting the emerging organizational paradigm called inclusive education. A social constructivist perspective on teachers' beliefs acknowledges that teachers have their ideals and this knowledge influences their actions in the implementation of inclusive schooling. This happens within a social and cultural context of the school and the community. This paper addresses a critical aspect of the changes needed for the development of inclusive schooling and the associated professional development for teachers

Preparing teachers to support inclusion: The benefits of interaction between a group of pre-service teachers and a teaching assistant who is disabled.

This qualitative study investigates the development of preservice teachers' attitudes toward people with disabilities during a semester-long unit. Ten students enrolled in a special education teaching elective were interviewed before and after they were engaged in a teaching program designed to expose them to direct, structured interactions with a teaching assistant who was physically disabled. The teaching assistant interacted with students in both small and large group tutorial discussions throughout the semester. Also, students kept a reflective journal on their experiences with people with disabilities throughout the teaching program. Data were collected through the use of semi-structured interviews and journals, and analysis indicated that: (i) students developed a more positive attitude and became more comfortable in interacting with the teaching assistant during the semester, and (ii) learning experience improved their knowledge about disability issues

A Case Study of Inclusive School Developments: A Journey of Learning

A global recognition of students' rights requires school organizations to recognize, value and provide for diversity. The move towards more inclusive schooling in Queensland, Australia, requires schools to address professional development on two levels: reculturing of the school to reflect inclusive beliefs and values; and enhancement of teacher skills and knowledge to better address the learning needs of all students. The recently developed Index for Inclusion 2000) is one resource that can facilitate the process of professional development and facilitate change in school culture, policy and teaching practice. The process used incorporates a critical friend and peer mentoring model within an action research framework, which together provide benefits for all involved in the professional development process. The journey of learning incorporating the phases of the Index for Inclusion are reported along with discussions for future directions

Bridging the Gap Between Inclusive Policy and Inclusive Culture in Secondary Schools

Organisational support from a number of levels needs to be in place if schools are going to achieve success in developing an inclusive school culture. Support at policy level is frequently in place, however the gap between policy and practice is a continuing challenge. In this in-depth study of a secondary school Suzanne Carrington and John Elkins offer insights into the culture of an inclusive school and the processes of translating inclusive policy to inclusive practice

Students Direct Inclusive School Development in an Australian Secondary School: An Example of Student Empowerment

This paper reports on processes employed at a secondary state high school in Australia, where students directed inclusive school development. The procedures used in the study were developed from the Index for Inclusion and included a student forum; a student presentation to parents, principal and teachers and a focus group interview with members of the school community. These procedures were designed to empower students to participate in school review and planning and evaluate the procedures developed from the Index for Inclusion. Samples of interview data from the school principal, staff, parents and the students illustrate a growing understanding of what inclusive education means for members of this school community. The research extends understandings of inclusive education in schools, from a focus on students with disabilities to a much broader philosophy that influences school culture, policy and practice for the diversity of students at the school. Discussion about feeling part of a ‘family’ in the school community and the description of the procedures linked to actions for change, provide evidence of a developing inclusive school culture that will inform educators interested in inclusive school development

Asperger's syndrome: learner characteristics and teaching strategies

Students with Asperger's syndrome present a particular challenge for their parents, teachers, and peers. Therefore it is important for teachers working in inclusive settings to become aware of the unique needs of these students. In this paper, challenges for students with Asperger's syndrome are discussed in terms of five aspects; communication, motor clumsiness, obsessional interests, attention and social skills. These characteristics are discussed in a wav that will facilitate teachers' understanding of the difficulties associated with student participation in the school environment. Challenges for teachers are discussed under the headings: inclusive schooling; need for a structured program; behaviour management; communication; and creativity in planning. Adaptive and compensatory strategies for teachers are described which will facilitate learning and participation of students with Asperger's syndrome in the regular classroom

Cultivating teachers\u27 knowledge and skills for leading change in schools

Australian policy initiatives and state curriculum reform efforts affirm a commitment to address student disengagement through the development of inclusive school environments, curriculum, and pedagogy. This paper, drawing on critical social theory, describes three Australian projects that support the cultivation of teachers&rsquo; beliefs, knowledge and skills for critical reflection and leading change in schools. The first project reports on the valued ethics that emerged in pre-service teacher reflections about a Service-learning Program at a university in Queensland. The second project reports on a school-based collaborative inquiry approach to professional development with a focus on literacy practices. The final project reports on an initiative in another university in Victoria, to operationalise pedagogical change and curriculum renewal in Victoria, through the Principles of Learning and Teaching (PoLT). These case studies illustrate how critical reflection and development of beliefs, knowledge and skills can be acquired to better meet the needs of schools.<br /

A phenomenological study: the social world of five adolescents who have Asperger's syndrome

This phenomenological study investigated the social experiences and perceptions of friendship among teenagers diagnosed with Asperger's syndrome. Data were collected through the use of semi-structured interviews from five secondary school students in Australia. Data analysis resulted in the identification of a number of recurring themes used to illustrate the words of the young people in the study. These themes and words inform the reader by providing real experience of the characteristics of people who have Asperger's Syndrome that are emerging in the growing research: (1) description of social experiences - both difficult and satisfactory (2) description of hostile encounters with peers (3) need for following rules and (4) 'masquerading'. Masquerading is a term used to describe the facade, which some individuals with Asperger's syndrome adopt in order to mask their social differences. This type of study enables professionals to enter the worlds of adolescents who have Asperger's syndrome, by describing and analyzing the social phenomena found there. Although professionals have the goal of assisting young people with Asperger's syndrome to participate in ,socially accepted ways', there is also an obligation to recognise and value different persons' social perspectives. The findings of this study could inform a more subtle approach to social skill programmes for adolescents with Asperger's syndrom

Bridging the gap between inclusive policy and inclusive culture in secondary schools

Organisational support from a number of levels needs to be in place if schools are going to achieve success in developing an inclusive school culture. Support at policy level is frequently in place, however the gap between policy and practice is a continuing challenge. In this in-depth study of a secondary school Suzanne Carrington and John Elkins offer insights into the culture of an inclusive school and the processes of translating inclusive policy to inclusive practice

Service-Learning Within Higher Education: Rhizomatic Interconnections Between University And The Real World

This paper discusses Service-learning within an Australian higher education context as pedagogy to teach about inclusive education. Using Deleuze and Guattari’s (1987) model of the rhizome, this study conceptualises pre-service teachers’ learning experiences as multiple, hydra and continuous. Data from reflection logs of pre-service teachers highlight how the learning experience allowed them to gain insights in knowledge as socially just, ethical and inclusive. The paper concludes by arguing the need to consider Service-learning as integral to university education for pre-service teachers