Inclusive school community: why is it so complex?
- 1 July 2006
- journal article
- research article
- Published by Taylor & Francis Ltd in International Journal of Inclusive Education
- Vol. 10 (4-5), 323-334
- https://doi.org/10.1080/13603110500256137
Abstract
This paper addresses the question: why is it so hard for school communities to respond to diversity in learners, staff and parents in inclusive ways? The authors draw on theory and recent professional experience in Queensland, Australia, to offer four guiding principles that address traditional assumptions about learning that result in inequality of opportunity and outcomes for students. The authors suggest these principles to support the development of a more inclusive school community: (1) develop a learning community incorporating a critical friend; (2) value and collaborate with parents and the broader community; (3) engage students as citizens in school review and development; and (4) support teachers’ critical engagement with inclusive ideals and practices. The authors describe how the principles can work in concert in a school community.Keywords
This publication has 18 references indexed in Scilit:
- Students direct inclusive school development in an Australian secondary school: An example of student empowermentAustralasian Journal of Special Education, 2005
- Professional development for inclusive schoolingInternational Journal of Educational Management, 2002
- Reclaiming Social Capital Through Critical TeachingThe Elementary School Journal, 2000
- Inclusion needs a different school cultureInternational Journal of Inclusive Education, 1999
- Society's Response to DifferencesRemedial and Special Education, 1996
- The school as a learning organization: Distant dreamsTheory Into Practice, 1995
- Social Constructivist Theory and Principles of Inclusion: Challenges for Early Childhood Special EducationThe Journal of Special Education, 1994
- Finding a Student Voice in School Reform: student disaffection, pathologies of disruption and educational controlInternational Studies in Sociology of Education, 1994
- Reflections on Hegemony: towards a model of teacher competenceEducational Studies, 1993
- Implication of Research on Teacher BeliefEducational Psychologist, 1992