Does It Really Take a Village to Raise a Child? Reflections on the Need for Collective Responsibility in Inclusive Education

Autor/inn/en	Subban, Pearl; Bradford, Brent; Sharma, Umesh; Loreman, Tim; Avramidis, Elias; Kullmann, Harry; Sahli Lozano, Caroline; Romano, Alessandra; Woodcock, Stuart
Titel	Does It Really Take a Village to Raise a Child? Reflections on the Need for Collective Responsibility in Inclusive Education
Quelle	In: European Journal of Special Needs Education, 38 (2023) 2, S.291-302 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Subban, Pearl) ORCID (Bradford, Brent) ORCID (Sahli Lozano, Caroline)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2022.2059632
Schlagwörter	Inclusion; Students with Disabilities; Equal Education; Teacher Attitudes; Foreign Countries; Educational Environment; Teacher Role; International Cooperation; Teacher Collaboration; Parent Role; Parent Participation; Curriculum; Learning Activities; Leadership Styles; Leadership Responsibility; Creativity; Experiential Learning; Attitude Change; Australia; Canada; Germany; Greece; Italy; Switzerland + Suchen Sie Ihr Suchwort? Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerverhalten; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerrolle; Internationale Kooperation; Internationale Zusammenarbeit; Lehrerkooperation; Parental role; Elternrolle; Elternmitwirkung; Curricula; Lehrplan; Rahmenplan; Lernaktivität; Führungsstil; Kreativität; Experiental learning; Erfahrungsorientiertes Lernen; Attitudinal change; Einstellungsänderung; Australien; Kanada; Deutschland; Griechenland; Italien; Schweiz
Abstract	Research in inclusive education reveals multiple studies that explore the efforts of individual stakeholders to create an equitable educational experience for students with disabilities. However, these individual efforts are often examined discretely, compartmentalising the contributions of various stakeholders. As a consequence, the complex interplay between these contributions has not been fully explored, with the capacity for a rich network of support being assumed rather than explicitly constructed. This report draws on the personal reflections of nine academics in the field of inclusive education from Australia, Canada, Germany, Greece, Italy, and Switzerland. Serving as both contributors and participants, this study draws together their personal interpretations and their expertise regarding the value of collective and collaborative inclusive education. Inductive thematic analysis of participant reflections yielded the view that stakeholders working together within an educational setting, offers more effective and appropriate opportunities to support learners with additional needs. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01