Transforming Triads for Inclusion: Understanding Frames of Reference of Special Educators, General Educators, and Administrators Engaging in Collaboration for Inclusion of All Learners

Autor/inn/en	Ricci, Leila Ansari; Benis Scheier-Dolberg, Sarah; Perkins, Brian K.
Titel	Transforming Triads for Inclusion: Understanding Frames of Reference of Special Educators, General Educators, and Administrators Engaging in Collaboration for Inclusion of All Learners
Quelle	In: International Journal of Inclusive Education, 26 (2022) 5, S.526-539 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ricci, Leila Ansari)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1699609
Schlagwörter	Inclusion; Faculty Development; Leadership Responsibility; Special Education Teachers; Preschool Education; Elementary Secondary Education; Teacher Education; General Education; Teacher Competencies; Teacher Attitudes; Teacher Role; Teacher Responsibility; Educational Practices; Teamwork; Professional Development; Cooperation; Administrator Role; Equal Education; Leadership Training; Student Diversity; California; Nevada (Las Vegas) + Suchen Sie Ihr Suchwort? Inklusion; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Pre-school education; Vorschulerziehung; Lehrerausbildung; Lehrerbildung; Allgemein bildendes Schulwesen; Allgemeinbildung; Lehrkunst; Lehrerverhalten; Lehrerrolle; Lehrverpflichtung; Bildungspraxis; Co-operation; Kooperation; Führungslehre; Kalifornien
Abstract	The time is now for integrating discussions of inclusive practice with professional development and school leadership, moving away from the normative view of inclusion as situated within special education and teacher preparation programmes. This study describes a triad professional development model that included an integrated professional learning focus among administrators, special educators, and general educators in P-12 public schools. The professional learning model was transformational in its intent to engage the three different groups of adult learners starting from distinct role-based frames of reference toward a shared understanding of inclusive practices in schools. Sixty-five administrators, general educators, and special educators from 21 schools across two states engaged in written exercises in which they discussed their expertise, priorities, and key concerns related to inclusion. Qualitative analyses of participant responses yielded themes such as "focus on every learner," "focus on the school," and "focus on the content," showing that participants were very much guided by their role-based frames of reference. Findings indicate that greater flexibility, communication, and shared ownership among the three stakeholders are needed to achieve the goals of inclusive schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01