Improving Inclusive Practices in Secondary Schools: Moving from Specialist Support to Supporting Learning Communities

2005 ◽  
Vol 29 (2) ◽  
pp. 117-127 ◽  
Author(s):  
Joanne Deppeler ◽  
Tim Loreman ◽  
Umesh Sharma
Keyword(s):  
Secondary Schools ◽  
Inclusive Education ◽  
Psychological Assessment ◽  
Professional Community ◽  
Evidence Based ◽  
Community Of Learners ◽  
Inclusive Practices ◽  
Evidence Based Practices ◽  
Specialist Services ◽  
Alternative Approach

Much of current inclusive education provision in Australian secondary schools relies on ‘specialist’ support from outside the classroom. Students with diverse abilities are placed within the regular classroom and additional specialist services such as therapy, counselling, psychological assessment and special education teaching are required to support their placement. This form of support often relies upon a diagnostic – prescriptive approach where the specialist assumes responsibility for and has a central role in shaping practices. In this paper, we raise issues regarding this model of specialist support in enacting effective inclusive practices in secondary schools. We suggest that one alternative is to shift the focus from the students who are different, to the community of learners in the school. This alternative approach uses collaborative and evidence-based practices to support inclusive ideals and grounds improvement efforts in changes in teachers’ knowledge as well as the cultural and organisational conditions of the school. The purpose of this paper is to prompt further discussion amongst professional community regarding the unique challenges and issues of inclusive practices in secondary schools.

scholarly journals Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education

2021 ◽  
Vol 11 (3) ◽  
pp. 129
Author(s):  
Gabrielle Wilcox ◽  
Cristina Fernandez Conde ◽  
Amy Kowbel
Keyword(s):  
Decision Making ◽  
Inclusive Education ◽  
Evidence Based ◽  
Teacher Capacity ◽  
Evidence Based Practices ◽  
Full Inclusion ◽  
Current State ◽  
Inclusive Settings ◽  
Using Data ◽  
Data Based Decision Making

There are longstanding calls for inclusive education for all regardless of student need or teacher capacity to meet those needs. Unfortunately, there are little empirical data to support full inclusion for all students and even less information on the role of data-based decision making in inclusive education specifically, even though there is extensive research on the effectiveness of data-based decision making. In this article, we reviewed what data-based decision making is and its role in education, the current state of evidence related to inclusive education, and how data-based decision making can be used to support decisions for students with reading disabilities and those with intellectual disabilities transitioning to adulthood. What is known about evidence-based practices in supporting reading and transition are reviewed in relationship to the realities of implementing these practices in inclusive education settings. Finally, implications for using data-based decisions in inclusive settings are discussed.

The impact of opportunities to learn with grade-level classmates without disabilities on self-actualization and autonomy for students with extensive and pervasive support needs

2020 ◽  
Vol 49 (3) ◽  
pp. 35-52
Author(s):  
Diane L. (https://orcid.org/); Ryndak ◽  
Deborah J. Taub ◽  
Christie Cavanaugh ◽  
Kari Alberque
Keyword(s):  
Instructional Practices ◽  
Inclusive Education ◽  
Grade Level ◽  
Support Needs ◽  
Evidence Based ◽  
Opportunities To Learn ◽  
Evidence Based Practices ◽  
Self Actualization ◽  
Essential Skills ◽  
The Impact

Inclusive education encompasses both theoretical constructs (e.g., least dangerous assumption, presumed competence) and implementation variables (e.g., curriculum, settings, instructional practices). When these variables are addressed collectively, the complex and multilayered process of developing equitable schools and implementing evidence-based practices that facilitate inclusive education results in students with extensive and pervasive support needs demonstrating unpredicted progress in the acquisition and use of both academic and embedded essential skills across situations that are meaningful in their lives, as well as progress related to self-actualization and autonomy. These variables are discussed, and examples of how opportunities to learn with grade-level peers without disabilities impacted self-actualization and autonomy for one individual with extensive and pervasive support needs, following 15 years of educational segregation followed by 7 years of inclusion at school and in the community.

The Matter of ‘Evidence’ in the Inclusive Education Debate

2020 ◽  
Author(s):  
Christopher Boyle ◽  
George Koutsouris ◽  
Anna Salla Mateu ◽  
Joanna Anderson
Keyword(s):  
Inclusive Education ◽  
Gold Standard ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Randomized Control Trials ◽  
Evidence Based Practices ◽  
Or Groups ◽  
Need Support ◽  
Randomized Control ◽  
The Many

Understanding how best to support all learners to achieve their goals is a key aspect of education. Ensuring that educators are able to be provided with the best programs and knowledge to do this is perfectly respectable. But what is “evidence” in education, and at what point is it useful and informative in inclusive education? The need exists for a better understanding of what should constitute evidence-based inclusive education. Research with a focus on evidence-based practices in special and inclusive education has been increasing in recent years. Education intervention, by its very definition, should be tailored to suit individuals or groups of learners. However, immediately this is at odds with the gold standard of research intervention, that of randomized control trials; however, there are many advocates for evidence-based practice confirming to the highest form of research methodology. This seems laudable, and who could argue with wanting the best approaches to inform programs and teaching in all facets of education? Nevertheless, the requirements for research rigor mean that it is not practically possible to measure interventions in inclusive education so that they are generalizable across the many students who need support, because the interventions must be specific to individual need and therefore are not generalizable, nor are they intended to be. A narrow approach to what is evidence-based practice in education is unhelpful and does not take into consideration the nuances of inclusive education. Evidence of appropriate practice in inclusive education entails much more than robust scientific methodologies can measure, and this should be remembered. “Good” education is inclusive education that may or may not be recognized as evidence-based practice.

A Framework for Inclusive Educational Delivery Systems

Inclusion ◽  
2014 ◽  
Vol 2 (4) ◽  
pp. 252-264 ◽  
Author(s):  
Amy B. McCart ◽  
Wayne S. Sailor ◽  
Jamie M. Bezdek ◽  
Allyson L. Satter
Keyword(s):  
Inclusive Education ◽  
Delivery System ◽  
Technical Assistance ◽  
Delivery Systems ◽  
Evidence Based ◽  
State Education Policy ◽  
Evidence Based Practices ◽  
State Education ◽  
Individual School ◽  
Educational Delivery

Abstract This article introduces a theoretical framework for an inclusive educational delivery system to increase academic, behavioral, and social outcomes for all students with a variety and range of abilities. The framework is a fully braided delivery system that brings together evidence-based practices for individual school systems and structures, district and state education policy, and family and community engagement. We describe (a) systemic and structural challenges to inclusive education, (b) the framework and its evidence-based features, and (c) a technical assistance resource that builds educational agency capacity to independently implement and sustain inclusive educational delivery systems in their communities.

Teaching Efficacy and Inclusive Practices in Asian Countries

2020 ◽  
Author(s):  
M. Tariq Ahsan ◽  
Md. Saiful Malak
Keyword(s):  
Teacher Efficacy ◽  
Inclusive Education ◽  
Teaching Efficacy ◽  
Leading Edge ◽  
Evidence Based ◽  
Inclusive Practices ◽  
Asian Countries ◽  
Contextual Variables ◽  
The World ◽  
Inclusive Schooling

Since 2010, understanding teacher efficacy for effective inclusive practices has consistently been prioritized by inclusive education researchers. However, a leading-edge conceptualization about the type and degree of teacher efficacy essentially required for teachers to make a classroom inclusive is unclear. Specifically, a set of comprehensive evidence-based components of teacher efficacy is an intense demand of the contemporary age of inclusive schooling. The evidence generated through research regarding effective inclusive teacher efficacy in various contexts of the world indicates that some generic universal trends in variables that have an impact on teaching efficacy are perceptible along with some contextual factors that influence teaching efficacy for inclusive practices. Specifically, research studies conducted with a focus on Asian countries identified some unique contextual variables (i.e., gender, class size, etc.) that have contrasting findings on developing teaching efficacy for inclusive practices. Considering such common and distinct research-evidences a mechanism on enhancing efficacy for teachers and professionals is essential to better practice inclusive education.

Self-Regulation and the Writing Process: Enhancing the Performance of Students With Language and Learning Difficulties

2009 ◽  
Vol 16 (1) ◽  
pp. 28-36 ◽  
Author(s):  
Gary A. Troia
Keyword(s):  
Writing Process ◽  
Self Regulation ◽  
Learning Difficulties ◽  
Evidence Based ◽  
Struggling Learners ◽  
Evidence Based Practices

Abstract This article first provides an overview of components of self-regulation in writing and specific examples of each component are given. The remainder of the article addresses common reasons why struggling learners experience trouble with revising, followed by evidence-based practices to help students revise their papers more effectively.

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