A Never Ending Journey: Inclusive Education Is a Principle of Practice, Not an End Game

Autor/inn/en	Kozleski, Elizabeth B.; Yu, Ting; Satter, Allyson L.; Francis, Grace L.; Haines, Shana J.
Titel	A Never Ending Journey: Inclusive Education Is a Principle of Practice, Not an End Game
Quelle	In: Research and Practice for Persons with Severe Disabilities, 40 (2015) 3, S.211-226 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
DOI	10.1177/1540796915600717
Schlagwörter	Inclusion; Disabilities; Focus Groups; Interviews; Administrators; Special Education Teachers; Elementary School Teachers; Middle School Teachers; Capacity Building; Leadership; Teacher Student Relationship; Family School Relationship; Principals; Educational Environment; Student School Relationship; Learning Activities; Elementary Schools; Middle Schools + Suchen Sie Ihr Suchwort? Inklusion; Handicap; Behinderung; Interviewing; Interviewtechnik; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Führung; Führungsposition; Teacher student relationships; Lehrer-Schüler-Beziehung; Principal; Schulleiter; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schüler-Lehrer-Beziehung; Lernaktivität
Abstract	A team from Schoolwide Integrated Framework for Transformation (SWIFT), a federally funded technical assistance project focused on creating cascading, aligned systems for inclusive education, conducted a series of focus groups and interviews with school administrators, general and special educators, and related service providers in six schools across the United States. Six themes merged from the study that highlighted the importance of defining inclusive education as well as building the capacity of people to understand and implement the components of a system of inclusive education. These themes suggest that leadership for inclusive education requires attention to the structures and processes used to signal that inclusive education is an undergirding principle of practice. Equally important is the development of relationships among students, teachers, and families that cement the structures. Networking, planning and organizing, using time and space strategically, and connecting schools with their communities were all aspects of capacity building. In addition, data revealed the importance of paying attention to the context of inclusive education within schools and in their surrounding communities. Further, enthusiastic support from and communication with families emerged as an important theme. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01